
LIBRARY OF CONGRESS. 

Chap Copyright No 

Shelf._LS-L55 5 



UNITED STATES OF AMERICA. 



THE 

Grading of Schools 



INCLUDING 



A FULL EXPLANATION OF A RATIONAL PLAN OF 
GRADING, 



/by 

William J. Shearer, A. M., 



Superintendent of Schools of the City of Elizabeth and County of Union 

N. y., and author of "The Lock-Step in the Public 

Schools," "Methods of Teaching Patriotism in 

Schools,'''' "The Examination Grind,'" Etc. 



NEW YORK : 

The H. p. Smith Publishing Co. 

1898 



iS 



l,^^^ 



f: '^- 



.4.2^5 



Copyright, 1898, 
By William J. Shearer. 




^OV 1 2 1^' 



^'r.cJ COPY 



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crr> cuL,LL*^<?Jb^.q% 



o 



Co tfje 33oijs anb (Birls of tlje public 
Scl^ools, 

IN THE HOPE THAT 

IT WILL LEAD TO THE ESTABLISHMENT OF 

A PLAN OF GRADING WHICH WILL 

LEAVE EACH PUPIL FREE 

TO ADVANCE ACCORDING TO ABILITY, 

THIS BOOK IS 
AFFECTIONATELY DEDICATED. 



CONTENTS. 



Preface, 

I. The Ungraded School, 
II. The Evolution of the Graded School, 

III. The Typical Graded School, 

IV. Different Class Intervals, 

V. The Usual Method Condemned by Educa- 
tors, 

VI. Unsuccessful Attempts to Correct the 
Defective Grading", .... 

VII. Classification of Pupils, 
VIII. Reclassification of Pupils, 

IX. Promotion of Pupils, .... 
X. Apportionment of Work, .... 
XI. Method of Securing- Thoroughness in Es- 
sentials, 

XII. Means of Enlisting- the Interest of Par- 
ents and Pupils, 

XIII. Location and Removal of Danger Points 

in Each Grade, .... 

XIV. Number of Divisions and Basis of Classi- 

fication in Each Grade, 
XV. Programs for Each Grade, 
XVI. Means of Reaching the Individual and 
Helping the Future Teachers, 
XVII. Beneficial Results of a Rational Plan of 

Grading, 

XVIII. Testimony of Principals and Teachers, 
XIX. Editorial Endorsement, .... 
XX. How Any Graded School May Easily 
Adopt a Pliant Plan of Grading, . 
XXI. The Grading of the Ungraded School, 



PAGE, 

7 

11 

17 

. 22 
32 



40 

45 
59 
66 
76 
91 



110 

120 

131 
140 

153 

162 
171 
183 

203 
209 



PREFACE 



For tlie first time in the history of education, 
tlie importance of securing a better plan of 
grading the schools of cities and towns occupies 
the prominent place in educational discussions to 
which it has long been entitled. At last it is 
realized that, of all the difficult problems which 
confront those who are responsible for the 
organization and administration of the schools, no 
other affects more vitally the present and future 
welfare of the boys and girls in the public schools. 
No other is of so much interest to parents solicit- 
ous for the advancement of their children. No 
other is of more importance to principals and 
teachers, who have been compelled to work under 
the mediaeval plan, which has long since outlived 
its usefulness. No other is such a source of 
worriment to wide-awake superintendents and 
members of boards of education, who realize the 
fact that the system of grading, which was in- 



8 THE GRADING OF SCHOOLS. 

tended to faithfully serve the children, has be- 
come their tyrannical master. 

Being the first book written upon this impor- 
tant phase of school organization, no apology is 
offered for its appearance. However, in making 
this contribution to educational literature, a few 
words of explanation will not be out of place. 

When years ago I left the work in the rural 
schools and accepted a position in a system of 
graded schools, I was greatly impressed with the 
fact that, because of the usual plan of grading, 
there was serious injury done to many pupils. In 
the rural school, pupils possessing the ability and 
determination were free to move forward, with- 
out dragging others with them, and without 
being held back by those who either did not have 
the ability to move more rapidly over the work, 
or who lacked application. 'No such freedom ex- 
isted in the graded school, where all were expected 
to move at the same rate for their whole school 
lives. 

In the hope of finding a more flexible plan of 
grading, diligent search was made, though with- 
out discovering a plan which had been successful 
in breaking up Procrustean beds of grades. Im- 
pressed with the importance of having some more 
rational plan, the attempt was made to work out, 
in school, a method which would make it easy to 



PREFACE. 9 

regulate the pupil's advancement solely upon his 
own ability and attainments, rather than upon the 
supposed ability of the mythical average pupil. 
A method was gradually evolved, which, without 
adding to the expense of the schools or to the 
strain upon the teacher, gave excellent results. 

During the past ten j^ears this plan has been 
discussed in educational associations and educa- 
tional journals, and lately a brief explanation of 
the method was given in the "Atlantic Monthly.'' 
Instead of satisfying, this seemed only to have 
greatly increased the interest in the subject. 
The leading papers of the United States have 
given the plan the strongest editorial indorsement. 
Kind letters and searching inquiries have poured 
in from earnest superintendents, principals, 
teachers and members of boards of education, 
from every part of this country and Canada. 
These proved that I had been successful in my 
efforts to awaken interest in this important ques- 
tion, but had not succeeded in giAang a clear idea 
of the plan which had given results much desired 
by all thoughtful educators. Therefore, in answer 
to several hundred requests, the promise was 
made that a fuller explanation would be given. 
Then, the intention was to simply expand the 
previous articles; but the necessity of answering 
quite fully the many excellent and pertinent ques- 



10 THE GRADING OF SCHOOLS. 

tions required a much fuller discussion of princi- 
ples and a far more lengthy explanation than was 
at first contemplated. 

Written under great pressure, a page or two at 
a time, long after the day's work should have been 
laid aside, no effort has been made to attain literary 
excellence; so that upon this and other lines there 
is much to tax the patience of the indulgent 
reader. It is written as an aid to those who are 
devoting thought and study to this subject, and 
not as a substitute for either. 

^o matter what the reception of the book may 
be, it is earnestly hoped that it will prove of as- 
sistance to my earnest co-laborers who are trying 
to break away from unsatisfactory methods, that 
our excellent public schools, which are increasing 
in efficiency at an ever-increasing rate, may even 
more grandly fulfill their heaven-bom mission. 

WILLIAM J. SHEARER. 

EHzabeth, X. J., Nov. 12, 1898. 



Chapter L 



THE UKGKADED SCHOOL. 

All the older schools seem to have been organ- 
ized in about the same way and to have been un- 
graded. The ungraded school is, therefore, the 
germinal school from which all others have sprung. 
In fact, until well into the present century, all 
American schools were practically ungraded. For 
this and other reasons a consideration of the un- 
graded school cannot fail to be beneficial as a prep- 
aration for the study of the grading of schools. 

Characteristics — 

An authority" gives the following as the prin- 
cipal peculiarities of the ungraded schools: "In 
the first part of this century — it almost seems 
like ancient history, now that the condi- 
tions everywhere are so different — the grading of 
elementary schools was a thing unknow^n in this 
country. Instruction was almost wholly individ- 
ual. Whenever a pupil chose to present himself 

*J. C. Boykin. 



12 THE GRADING OF SCHOOLS. 

for admission into school, no matter at what time 
of the year, he was received. His studies were de- 
termined by the books he brought. His first lesson 
was apt to follow the last one that his former 
teacher had given him. If he had been through 
Webster's 'Blue-back' Speller twice, and had fin- 
ished the last column of the tenth page, on the 
third round, the first column on the eleventh page 
would naturally be the first lesson that his new 
teacher w^ould give him. If a class already formed 
had reached just that point he was put into that 
class. Otherwise he would probably form a new 
class. It was thus by no means uncommon to see 
a dozen or more classes in the same room studying 
the same book, but at a dozen or more stages of ad- 
vancement in it; and, altogether, a teacher with a 
school of moderate size, containing pupils of all 
ages, sexes, and sizes, might easily have fifty or 
sixty classes. Attend to them all? Certainly; but 
what attention! The little fellows received but 
little of it; especially those who had learned to 
read. Their lessons would be heard every few 
days. The teacher's pet classes were called to the 
recitation bench often; and his favorite subjects 
received nearly all his attention. The rest of the 
school wliiled away the time as best they might. 
They 'did their sums' on their slates, or droned over 
their 'blue-backs,' until they were tired, and then 



THE UNGRADED SCHOOL. 13 

turned their attention to each other and to mischief, 
opportunities for which frequently appeared in the 
open mouth or bare soles of a sleeping pupil; and 
such opportunities rarely went unimproved.'^ 

We see, then, that instruction was almost en- 
tirely individual in every sense of the word. Each 
pupil's lessons were not only determined by the 
books he happened to have, but each one studied 
what he pleased, in the way he pleased, and as long 
as he pleased. The school was really modeled after 
the system of family education which existed in 
Europe in the fifteenth century. 

Advantages — 

In the early schools, the instruction given 
was generally directed to one pupil at a time; 
therefore it could always be suited to the in- 
dividual. The teacher came into close contact 
with each pupil, and, without effort, the attention 
could be held to any difiiculty presenting itself. 
As but a small part of the time was spent in recita- 
tion, all the lessons could be prepared in school. 
Once called to the class, the pupil could not escape. 
He could not rely upon learning the lesson by hear- 
ing others recite. As the lessons were learned 
with but little or no help from the teacher, "the sys- 
tem favored the formation of habits of self-reliance 
and independent eifort, patience, perseverance and 
courageous attack of difficulties. The boy was 



14 THE GRADING OF SCHOOLS. 

compelled to depend largely upon himself and to 
appeal to the teacher only in case of emergency. 
This was so far a valuable training, not only for 
school, but for afterlife; it made boys manly; it 
accustomed them to the use of their own strength; 
and it fostered the growth of originality and de- 
cision of character, of thought, and of speech. 
There was an entire absence of that dead level of 
effort so common in schools now."* 

May this not account for the fact that the un- 
graded school was a developer of genius, and had, 
for the few, at least, some important advan- 
tages? Certain it is, that from these schools have 
come many of the strongest characters, who have 
easily led all others in the battle for supremacy. 
Disadvantages — 

Under this plan there was no saving of the 
teacher's time and strength. Time and again 
the same old difficulties had to be met and 
removed for each pupil. The many mistakes 
common to all had to be corrected for each one 
separately. Interesting information had to be 
given as many times as there were scholars, or, as 
was too frequently the case, omitted altogether. 
The larger the school the more unsatisfactory was 
the work, the less efficient the instruction, the less 
time to be devoted to each pupil, and the harder 

♦Landon. 



THE UNGRADED SCHOOL. 15 

the discipline. In many ways the pupils wasted 
their time. With reference to this Landon speaks 
as follows: ''To prevent this a rigid system of 
harsh punishments was carried out. The insubor- 
dination Svas kept down by a very free and fre- 
quent use of the lash.' How severe the discipline 
was in some cases may be gathered from Jean Paul 
Richter's account of punishments given by a Sua- 
bian school-master. Small faults and breaches of 
minor rules — such as talking — not immoral in 
themselves, were magnified into little less than 
crimes, and the pupil's notions of right and wrong 
thereby confused. The discipline was merely the 
result of personal authority; little or no sympathy 
with right w^as aroused, or respect for law incul- 
cated. The temporary absence of the master was 
generally the signal for a scene of riot and con- 
fusion. Speaking of the French schools, Willm says: 
^There generally existed between the instructor 
and his pretended pupils the same relation and 
sympathy as among a gang of rebellious slaves and 
their overseer; with but few exceptions, both master 
and scholars sighed for the moment when the labor 
of each should end. On escaping from school, the 
greater part of the children, shaking off the dust 
of the blows and lessons they had received, rushed 
back in some measure to a state of nature and 
liberty.' In class teaching one secret of success is 



16 THE GRADING OF SCHOOLS. 

to make the quick and intelligent boys a means of 
benefiting the rest; even their mistakes are often 
useful. Stimulated by their example and success, 
the dull ones put forth their best efforts, and fre- 
quently astonish even themselves. The individual 
plan forfeited all gain of this kind, and there was 
an entire absence of that spirit of class emulation 
which a good teacher knows how to make the most 
of. The system, in fact, favored those who were 
strong, quick, and industriously inclined, but de- 
pressed and disheartened the weak and slow. The 
dullness, weariness, and want of spirit and variety 
in the work were very marked; and, except while 
saying lessons, there was no change of posture or of 
place. To-day was but as yesterday, to-morrow 
like to-day; it was one dull, heavy round of 
routine." 



Chapter 11. 



EVOLUTION OF THE GKADED SCHOOL. 

The first step toward the graded school was made 
possible when the number of pupils increased so 
that several could recite together in certain 
branches. 

A second step still further simplified matters, by 
confining all to a definite course of study. This 
did away with much aimless teaching and study, 
saved a great amount of useless repetition and much 
time for both teacher and pupils. This method 
represents the best type of rural school at the pres- 
ent time. While it is a great advance over the 
primitive ungraded school, yet a lack of proper 
classification and of sufficient time to devote to the 
many classes prevents the progress which is desir- 
able. An increase in the number of pupils makes 
possible a better classification; but the time which 
can be spent with each class is too short for the 
accomplishment of good work. 

A third step toward a proper plan of grading was 



18 THE GRADING OF SCHOOLS. 

taken when the number of pupils increased suffi- 
ciently to warrant the employment of two or more 
teachers. Then, for the first time, was possible a 
division of labor. The classification and grading 
of schools is but the application to education of the 
same law of division of labor that prevails in every 
successful business. It is not only the most eco- 
nomical way, but it is a prerequisite to satisfactory 
progress upon any line. 

In the most primitive state of society, each does 
all. But long before man emerges from the savage 
state the division of labor receives some recogni- 
tion, and, very early in the history of civilization, 
it is recognized as a necessary condition to human 
progress, xis society advances, each takes up the 
work for which he is best fitted by endowment and 
education, and trades and professions result. As 
society grows more complex, each gives special at- 
tention to that part of his work for which he is best 
suited; and thus we have specialists in every occu- 
pation. We see, then, that as division of labor is 
an indispensable condition to success in material 
things, so division of labor in educational matters 
is but the result of necessary obedience to the uni- 
versal law of progress. The teacher's time and 
talents being concentrated upon certain work, it 
becomes easier by repetition, and, therefore, is 
likely to be performed more efficiently. 



EVOLUTION OF THE GRADED SCPIOOL. 19 

A fourth step toward the graded school was 
taken w^hen the number of pupils attending the 
schools of a district increased so as to justify the 
employment of eight or ten teachers. This desired 
end was often reached by the union of schools, 
where such union was feasible. The course of 
study was then divided into a series of ascending- 
steps, each preparatory to the next higher. The 
teachers w^ere assigned definite portions over which 
they were expected to take their pupils during the 
year. Under such conditions the pupils could be 
closely classified, and those about equal in ability 
and attainments could be instructed together. 
Only by doing this can we have a graded school 
system such as we now understand by that term. 
The greater the degTee of differentiation the higher 
the type of organization. Herein lies the superior- 
ity of the graded school over the ungraded school, 
in which there can be no difierentiation. At this 
point, also, is found the greatest weakness of the 
graded school, for in it the degree of differentiation 
is less than it should be and can easily be made. 
Therefore, the way to correct the defective grading 
is to grade more closely. 

THE FIRST GRADED SCHOOL. 
The first graded school was established in 1537, 
by John Sturm, at Strasburg. More than any 



20 THE GRADING OF SCHOOLS. 

other, it has had a vital influence upon the schools 
from that time to the present. This school, which 
was organized as a gymnasium, was recognized as a 
college in 1567 and as a university in 1621. The 
pupils were expected to spend a year in each one of 
the nine classes, each class having its own teacher, 
its regular course of study, and its examination for 
promotion, about as in the graded schools of to-day 
which have not broken away from these mediaeval 
methods. Sturm not only apportioned a certain 
amount of work to be accomplished in a given time, 
as nearly all do now, but he even "forbade 
them to learn anything else." These ideas of his 
were transmitted from the sixteenth century to the 
nineteenth by means of the Jesuit schools and the 
secondary schools of Continental Europe. 

THE FIRST AMERICAN GRADED SCHOOL. 

About 1835 great interest was shown in the 
schools of this country. The need of some change 
in the plan of classification was everywhere appar- 
ent, but what the change should be none seemed 
willing to say. For a time, the only classification 
which seemed feasible was a rough grouping into 
three departments, each taught by a single teacher. 
Though this proved unsatisfactory, because pupils 
could not be properly classified, there were some 
who still advocated the placing of the pupils of an 



EVOLUTION OF THE GRADED SCHOOL. 21 

ungraded scliool in three divisions, to be taught by 
one teacher. Later, union schools were formed by 
the consolidation of several schools. Experience 
with these showed their advantages, and, at the 
same time, proved that a division into only three 
groups was not sufficient to properly provide for 
the important differences in the ability of pupils to 
do the work assigned. It also made plain the fact 
that, as the number of pupils increased, the possi- 
bility of more accurate grading was greatly im- 
proved. In spite of this fact, it was not until 1847 
that John Philbrick worked out the details of the 
first graded school in this country. Gradually 
others adopted the plan, and by 1860 the schools of 
most of the cities and large to^vns were graded. 
By 1870 the pendulum had swung from no system 
to nothing but system. 

We see, tlien, that the American graded school 
was not transplanted from abroad, but that it is 
the result of a growth, which has continued for 
years in our own country; yet the graded school, as 
it is generally found, differs but little, in manner 
of grading and promoting, from the first graded 
school founded by Sturm three hundred and sixty- 
one years ago. Is it not to be wondered at, that for 
so long a time we have been satisfied with this medi- 
aeval plan of grading, while on other lines there 
tas been so much progress? 



Chapter IIL 



THE TYPICAL GEADED SCHOOL. 

Characteristics — 

In tlie graded scliool tlie pupils are roiiglily 
classified according to tlieir supposed ability to do 
the work of a given year; and each class is placed 
in charge of a teacher, who is expected to give the 
same lessons to all members. Each teacher has a 
separate room, and over the teachers of a building 
is generall}' placed a principal, who has the over- 
sight of the schools in the building. "When the 
number of schools increases sufficiently to warrant 
the step, a superintendent is placed over all the 
schools of the system. The course of study is 
divided arbitrarily into a number of parts, each sup- 
posed to contain enough work to keep the pupils 
busy for one year. The effort is made to have all 
accomplish the same work, in the same way, in the 
same time, and be ready for an examination, that 



THE TYPICAL GRADED SCHOOL. 23 

all may be promoted at the time fixed by tbe super- 
intendent or by the Board of Education. 

Advantages — 

As bas been pointed out, the graded school 
merely applies the law of the division of labor to 
education, and is, therefore, advantageous for many 
reasons. Far better than the ungraded school, it 
measures up to the important requirement of the 
greatest good to the greatest number, in the short- 
est time, at the least expense. It also gives the 
many and important advantages of the class recita- 
tion. 

Disadvantages — 

Though experience with pupils from private 
schools must convince all that the American graded 
school is equalled by no other, and although each 
year it is increasing in efficiency and power; yet it 
is useless to deny that this method of grading and 
promoting, which binds together the bright and the 
dull, is responsible for a number of serious defects, 
which the friends of the schools should clearly see, 
in order that they may quickly correct them. 

Usual Plan Xot Flexible. Though the graded 
school has many advantages, we should not close 
our eyes to the fact that it is open to the serious 
charge that it does not properly provide for the in- 
dividual differences of the pupils; that it is not 



24 THE GRADING OF SCHOOLS. 

sufficiently pliant to accommodate itself to the 
pupils, but demands that the pupils accommodate 
themselves to it; and that that grading, which was 
intended to serve the children, has now become 
their cruel master. 

Teachers, Classes and Pupils Differ. All must 
admnt that teachers vary greatly in knowledge, 
power, skill, and in other particulars affecting their 
efficiency. Every experienced teacher knows that 
classes differ in their ability to accomplish a given 
amount of work. l\o one dares deny that the 
children of every grade differ Avidely in age, in ac- 
quirements, in aptitude, in physical endurance, in 
power of attention, in home advantages, in the rate 
of mental development, in the time of entering 
school, in regularity of attendance, and in many 
other ways affecting their progress. 

Pupils Kept in Intellectual Lock-Step. Because 
of the manner of grading and promoting, the 
graded school of to-day keeps all the children of 
each grade in intellectual lock-step, not only month 
after month, but year after year, for their whole 
school lives. Children are not alike, then, in ability 
or in any other wav, and God never intended they 
should be made alike. Why then should we put 
them into ^"educational mills,'' and attempt to grind 
them out alike, crushing out that individuality 
which He meant should be a guide to their educa- 



THE TYPICAL GRADED SCHOOL. 25 

tion and usefulness, and not a hindrance thereto? 
Is there any reason why we should labor to produce 
uniformity of tastes, of character, of ability, of 
aspirations? Is not individuality of more import- 
ance than evenness of grading? Is it not the di- 
vinity of the child? Should it not be sought for 
and discovered, that it may be carefully studied and 
lovingly guarded? Does not biography teach us 
that only those have become distinguished who 
have developed a love for work along particular 
lines? Is it not time that we cease condemning 
the teachers because, in spite of all the mentioned 
differences, and many others unmentioned, but not 
undiscovered, they cannot produce symmetrical 
nonentities? Must the poor teachers, limited in 
power and by conditions, be criticized because they 
cannot overcome the differences in ability pre- 
determined by the Almighty? 

Method of Grading the Work Defective. That 
the marked differences in children, in classes, and 
in teachers, are not properly provided for, either iu 
the amoimt and character of the work required, or 
in the time to be spent upon the work, is readily 
seen, when we consider the usual method of grad- 
ing and promoting. The course of study for the 
graded school is divided arbitrarily into a number 
of grades, generally a year apart, and the work for 



26 THE GRADING OF SCHOOLS. 

each grade is laid out for the bright, the slow, or 
the average. 

Many schools grade the work for the bright. In 
this case, all the rest are dragged over far more 
work than they can understand. Therefore, many 
soon become discouraged and drop out of school. 

Though not generally acknowledged, yet in real- 
ity the courses of study in most schools are graded 
for the slower pupils. This is certainly an outrage 
on the large majority of pupils who can and should 
go forward more rapidly. , E'ot only is the progress 
of all kept down to the pace of these slower ones, 
but, worse than this, the majority of the pupils are 
drilled into habits of inattention and idleness. So 
long has this continued, that many teachers have 
come to believe that pupils do not differ materially 
in their ability to cover the course. However, 
there are thousands of earnest teachers who realize 
the great injury done the pupils by such a method 
of stifling talent. 

But by far the largest number of schools are 
supposed to be graded for the "average pupil." At 
first sight this looks reasonable ; but, could anything 
be more absurd '5 Surely it would be just as sensi- 
ble to say, that, as the pupils in a certain grade vary 
in height from three feet six inches, to four feet 
four inches ; and as they now average four feet, and 
by the end of the year should average four feet one 



THE TYPICAL GRADED SCHOOL. 27 

incli, those naturally tall must gradually be com- 
pressed, and those naturally short must go through 
a stretching process, so that all may come up to the 
desu-ed average. What a grand system this would 
be for the physical development of the children! 
Surely such a method would have a still more 
blighting effect upon their mental development. 
The truth is, that, neglecting the ever present indi- 
vidual pupil of flesh and blood, of soul and life, and 
infinite possibility, the attempt has been made to 
reach all, by shaping the work for the mythical 
'•'average pupil.'' 

As the course of study is nailed to the calendar, 
when the sign is right, and the sun has reached a 
certain altitude in the heavens, and the thermome- 
ter is ^'ninety-five in the shade,'' and the pupils' 
energy is nearest zero, all are subjected to a useless 
examination, which the lucky pass, while the rest 
lose a year, or leave school. Thus, year after year, 
in chain gangs, are the bright and the slow bound 
and forced to move at the sa^ne pace for their whole 
school lives. 

The Bright Pupils Ruined. The effect of such 
methods on the bright children is most disastrous; 
for it injures them greatly, both mentally and 
morally, to hold them down to the pace of the 
slower ones. Who would Avork the mettlesome 
racer with the heavy draught horse and not expect 



28 THE GRADING OF SCHOOLS. 

it to end tlie usefulness of the racer? What man 
of spirit could long bear to walk in step with a 
child, if he felt the need of arriving at his destina- 
tion quickly? 

The Slower Pupils Are Injured. Kegardless of 
thoroughness, the dull are rushed over the work. 
They fall behind, stumble for a time at the foot of 
the class, then, misunderstood, unappreciated and 
discouraged, drop out of school, or are quietly 
obliged to leave lest ^'they bring down the examin- 
ation average.'' What teacher has not seen such 
pupils drop out of school, having lost all interest in 
life? Sad it is that they have lost the confidence 
of their teachers. Sadder still that they should no 
longer be encouraged by the confidence of their 
parents. But infinitely more are such pupils to be 
pitied, because they have lost all confidence in their 
own abilities. Almost certain are they to become 
lost characters. Yet, the most of them could have 
been saved, if only they could have been permitted 
to go at the pace that the Almightly intended they 
should, instead of being obliged to go at the rate 
that some Board of Education had fixed. Why 
should any one v/onder that the most of these leave 
school ? Is it not time that an effort be made to suit 
the pace to them, instead of forcing them into an 
unnatural gait? 

But Few Gain Time. Under the present system 



THE TYPICAL GRADED SCHOOL. 29 

even tlie brightest cannot gain time; while if any 
but the brightest lose time they fail to be pro- 
moted, and so lose a whole year, when in fact they 
are but a month or two behind with their work. 
Statistics show that less than one per cent of the 
pupils can successfully skip the work of a whole 
year. It is generally asserted that not more than 
twenty per cent of the pupils fail to be promoted, 
yet the statistics of certain cities show that not less 
than from thirty-five to fifty per cent of those re- 
maining at the end of the year failed. Some claim 
that those who fail do better work the following 
year, but statistics show that the large majority of 
the pupils do not return to school, and but few of 
those who do return do good work. 

Pupils Lose Much Time. Statistics from many 
cities prove that eighty per cent of the pupils lose 
from one to four years ; and, for every one hundred 
pupils in the schools investigated, there had been 
from one hundred and twenty-five to three hundred 
and seventy years lost. These statistics were gath- 
ered in distant cities of different states. The fol- 
lowing figures show the loss per one hundred pupils, 
in different schools: One hundred and twenty- 
five, one hundred and sixty-six, one hundred and 
seventy-five, two hundred, two hundred and twen- 
ty-five, two hundred and thirty-three, two hundred 
and thirty-seven, two hundred and fifty, three hun- 



30 THE GRADING OF SCHOOLS. 

dred and fortj-eiglit, tliree Inmdred and seventy- 
two years. 

The above facts are conclusive proofs of the as- 
sertion that, nnder the usual plan, it is very easy to 
lose time and exceedingly hard to gain it. 

The gain of time would not be worthy of consid- 
eration but for the fact that, as the work is graded 
for the slower pupils, there is not sufficient work to 
keep the rest interested and busy. It would be 
difficult to find a course of study which the brighter 
pupils could not easily finish in from one to three 
years less time than is allotted. 

Injury to tlie Pupils. It is very injurious to 
place pupils with those of unequal ability ; it is little 
less than criminal to compel them to walk in intel- 
lectual lock-step with such for months and years; 
it is an outrage to constantly goad children, to 
hurry forward the slow or to hold back the bright; 
and to force many out of school, after having de- 
stroyed their self-confidence and condemned them 
to lives of ignorance, if not worse, is barbarism such 
as should not be permitted in the latter part of the 
nineteenth century. 

A Demand for a Better System. Is it any won- 
der that this ironclad system of grading — which, 
regardless of all differences, would cast all minds 
in the same mould, and subject all to the same 
treatment, for the same length of time, and test all 



THE TYPICAL GRADED SCHOOL. 31 

ill tlie same Avay at the same time — is objected to, 
because it demands so much uniformity at everv 
step that the majority are forced to leave school, 
while those who do graduate, finish too late to get a 
fair start in life? Is it any wonder, then, that 
from all sides there comes a demand for some sys- 
tem of grading which mil be more pliant, and 
which will not attempt to overcome, not only the 
differences of physical ability and physical environ- 
ments, but even the differences in mental capacity? 
Is it any wonder that on all sides thoughtful educa- 
tors are studying this problem as never before, and 
are planning to strangle this demon of uniformity, 
which cuts short the school life of the majoritv, and 
menaces the intellectual life of every boy and girl 
in the graded schools? 



Chapter IV* 



DIITEKENT CLASS IXTEEVALS. 

As tlie class interval has a powerful influence in 
determining the method of grading, it is important 
that the characteristics, advantages and disadvan- 
tages of the several class intervals should be clearly 
comprehended by all who are considering a change 
in the method of grading. 

THE YEAR INTERVAL. 

Formerly, with but few exceptions, all the schools 
had the year interval between classes, it having 
been thus arranged to correspond with that of the 
colleges. 

Characteristics — 

Under this plan the classes were a year apart. 
The course of study was divided into the same num- 
ber of parts as there were years in the course, and 
each portion assigned to a given year. Each year 
the pupils took up the work apportioned for the 



DIFFERENT CLASS INTERVALS. 33 

year for whicli tliey were supposed to be prepared, 
and spent the whole year on the work, though 
many could easily have finished the work in half 
the time. Change to a higher class came only at 
the end of the year, except in those instances where 
it was found that pupils had not been properly 
placed. In speaking of methods of promotion, 
Picard says: "One method of administration places 
the several grades, as it were, in a series of rooms 
adjoining, but separated by a wall in which is a 
closed door. Once a year this door is opened for 
the passage of those who are provided with cards 
bearing the requisite percentage marks, and then 
closed for another year. They are not lured up- 
ward and onward. They are goaded by the dread 
of continuance for another year in the room which 
has lost all of its attractions for them. Wise super- 
vision has succeeded in opening the doors more fre- 
quently. Wiser supervision has rested less upon 
cards of admission bearing percentage marks, and 
more upon cards of merit obtained from watchful 
and loving teachers. Wisest supervision has re- 
moved the doors entirely, so that constantly a 
stream of influence flows downward, arousing a 
healthy ambition, inspiring self -activity and fur- 
nishing a worthy motive for advance; and, in re- 
sponse to this influence, there is a steady movement 
of pupils upward." 



34 THE GRADING OF SCHOOLS. 

Advantages — 

It is only reasonable to presume that tlie year in- 
terval, which was almost universally used, had some 
manifest advantages other than that it was pre- 
ferred by the colleges and most of those in charge 
of the schools. Yet, sad to relate, the only im- 
portant advantage which has been claimed by the 
friends of the year interval is, that it is easily man- 
aged. That such is the case all will agree; for it 
practically runs itself. Only once each year is it 
necessary for superintendent and principal to give 
attention to classification and promotion of pupils, 
therefore it is certainly most convenient for those 
who must look after these important matters. 
Then, again, it is perhaps easier for the teacher, 
who, by holding all in one class, can get along with 
fewer recitations than if the pupils were divided 
into two or more classes, which is generally done in 
those schools having the shorter interval. 

In reality, these are the only advantages which 
can properly be claimed as peculiar to the year in- 
terval. As these claims are purely selfish, they 
should not be considered; for the schools are for 
the children, and not for superintendent, principals 
and teachers. One advantage sometimes claimed 
for this plan is that under it pupils will not need to 
change teachers more than once each year. While 
it is generally admitted that, in some respects, it is 



I 



DIFFERENT CLASS INTERVALS. 35 

best for pupils to remain a year with each teacher, 
this same end may be reached under other methods, 
and is, therefore, not peculiar to this plan. 

Disadvantages — 

The greatest objection to the year interval is 
that, under this plan, it is almost impossible to re- 
classify pupils during the year, even though super- 
intendent, principal and teachers realize its import- 
ance and endeavor to make it possible. Some as- 
sert that a few of the pupils are reclassified under 
the year interval; but these scholars are generally 
those who were not properly placed at the begin- 
ning of the year. If sufiicient work is apportioned 
to each grade, pupils cannot skip the work of an 
entire year without great loss. Statistics prove 
that, imder this plan, not one in a hundred pupils 
tries to do so; and the majority of those who do 
try lose the time later. Discouraged because of 
enemies in the rear, they flounder at the foot of the 
class, until they voluntarily leave school or are 
quietly obliged to stop. Those unfortunate ones, 
who, because of absence, or for other reasons, fall 
a short distance behind their classmates, must 
stumble along at the foot of the class until the end 
of the year. Failing to be promoted, they must 
spend a year upon unprofitable, lifeless reviews, to 
escape which a great many leave school. It is very 



30 THE GRADING OF SCHOOLS. 

easy to lose a year, but almost impossible to gain 
one. In a later chapter tlie importance of reclassi- 
fication will be emphasized and attention called to 
the fact that freqnent reclassification is an absolute 
necessity to the existence of any flexible method of 
grading. In a previous chapter, some of the de- 
fects of the typical graded school have been men- 
tioned. The most of these defects are the result 
of the failure to make possible the reclassification 
of pupils at any time when their best interests de- 
mand a change of work. 

HALF-YEAR INTERVAL. 

Very few educationalists now advocate or de- 
fend the year interval, as generally managed. 
Though the large majority of schools still have the 
longer interval, many have turned for relief to the 
half-year interval. 

Characteristics — 

With the half-year interval, the pupils in each 
room are generally separated into two classes a half 
year apart. The course of study is divided into 
twice as many parts as under the usual plan, and 
there are regular promotions twice each year. In 
other ways it differs but little from the usual 
method. 



DIFFERENT CLASS INTERVALS. 37 

Advantages — 

In theory, at least, the half-year interval is an 
improvement over the longer interval. It is easier 
for scholars to skip a half-year's work than it is 
for them to omit the work of an entire year. 
Therefore it is easier for pupils to pass from one 
class to a higher one, unless prevented by promo- 
tion examinations or other arbitrary regulations, 
which tend to make it difficult for teachers to 
classify their pupils in such a way that they may 
keep them busy on suitable work. Under this 
plan less time Avill be lost by the pupils, for the 
reason that failure to be promoted means the loss 
of but one-half a year in place of a year. 

Disadvantages — 

Although, for the reasons mentioned, the half- 
year interval has important advantages, yet, as gen- 
erally managed, it has not given many more satis- 
factory results than the usual plan. While some 
scholars are benefited by reviewing a half year's 
work, the large majority who fall but a short dis- 
tance behind in their work are injiu'ed by being 
compelled to review half a year's work when they 
are but a few weeks behind. While, in theory, re- 
classification is made easier ; yet it is still quite diffi- 
cult, and the number of reclassifications reported is 
not much larger than under the usual method. 



38 THE GRADING OF SCHOOLS. 

For tliis reason, nearly all of tlie serious objections 
urged against the usual plan apply with almost 
equal force against this method. 

However, it should be remembered that the possi- 
bility of having a much more pliant method mth 
this plan are greater than under the usual one, and 
perhaps the only additional objection to the half- 
year interval is, that the pupils must change teach- 
ers twice each year. 

THE SHORTER INTERVAL. 
Characteris tics — 

Two or three prominent cities have tried the 
shorter interval with more or less success. With 
the shorter interval the pupils of each class are 
divided in such a Avay that the divisions are not 
more than ten or twelve weeks apart. Each class 
has assigned to it a certain part of the course of 
study, which is divided and assigned to the classes 
as in the usual method of grading. Pupils are pro- 
moted to advanced work at times arbitrarily fixed, 
as under the usual plan, though more frequently. 

Advantages — 

Properly managed, this plan would make re- 
classification comparatively easy, as the divisions 
are so close together that many of the stronger pu- 
pils could pass from one division to the next higher, 
if given the opportunity to do so. Though reports 



DIFFERENT CLASS INTERVALS. 39 

from the cities using this method prove that, as 
managed, it is almost as procrustean as the usual 
method, all must agree that, with suitable provision 
for reclassification, there is no good reason why 
pupils should not be more accurately graded under 
this method. 
Disadvantages — 

While many objections are urged against this 
plan because the results have not been satisfactory, 
the only serious objection is founded upon the gen- 
erally accepted belief that, to change teachers and 
classes several times each year, not only seriously 
interferes with the pupils' progress in lessons, but 
also has a blighting influence upon their characters. 



Chapter V» 



THE USUAL METHOD COI^DEMNED BY 
EDUCATOES. 

THE DEFECTS APPARENT TO ALL. 

Some years ago a diligent search was made 
tLrougliout the United States for the purpose of 
discovering a satisfactory method of grading, and 
information was gathered concerning the needs and 
conditions existing in a great many cities in all 
parts of the country. With but few exceptions, 
all educators felt the need of some reforms in the 
manner of grading, and agreed that it was time 
teachers stopped trying to fit millions of children 
to Procrustean beds of grade ; but practical methods 
were not offered for the correction of the acknowl- 
edged evils of defective grading. Many earnest 
educators realized that it was a matter of vital im- 
portance to every boy and girl in the schools, that 
some changes should be urged which would make it 
possible for every American boy and girl to go as 



THE USUAL METHOD CONDEMNED. 41 

far and as fast as ability and opportunity would per- 
mit. This, indeed, is the high ideal of our grand 
republic, but the attempt at uniformity in school 
work not only makes this impossible, but also vio- 
lates the fundamental principles of common sense, 
nature and pedagogy. 

Several years ago, under the direction of the 
United States Commissioner of Education, a num- 
ber of questions bearing upon this subject were sent 
to the superintendents of several hundred cities. 
To these questions, five hundred and sixty-five 
answers were received. As these answers came 
from those who are largely responsible for the 
methods of organization in common use, a consid- 
eration of some of the conclusions reached cannot 
fail to be beneficial in the study of this important 
problem. For this reason, several of the questions 
are given. 

"Ts it sufficient to classify with intervals of a 
year's work in grade of advancement between the 
classes, or ought the intervals to be made as small 
as can be done and secure classes of the normal 
size — say twenty to thirty pupils in each?" Less 
than fourteen per cent, favored the class interval of 
a year. Why then should it be used by the ma- 
jority of schools? It is claimed, with truth, that 
some Boards of Education prevent their superin- 
tendents from doing what they know to be best. 



42 THE GRADING OF SCHOOLS. 

Is it not time that those in charge of the schools 
should be left free to work for the best interests of 
the children? 

"Is it the natural effect of classifying with inter- 
vals of a year or more between classes, that the 
bright pupils are held back and not given work 
enough to do to develop their capacity, while the 
teacher is obliged to expend the greater part of 
his time on the slow^ and less competent pupils?'' 
Less than seven per cent, answered "Xo" to this 
question. iSTot seven per cent, of five hundred and 
sixty-five dared defend the usual plan, though most 
of them were using it. ]^ot seven per cent, could 
deny that with the yearly interval "the bright 
pupils are held back and not given enough work to 
do to deveolp their capacity;" yet this plan is in 
general use. It seems past belief, but it is only 
too true. Is it any wonder that some educators, 
willing to risk the everlasting condemnation of 
critics who care more for their own convenience 
than for the interests of the children, denounce in 
unmeasured terms this outrage upon the defenceless 
children ? 

"Under the system of year intervals between 
classes, is not the progress of the whole school kept 
down to the pace of the slowest and weakest 
pupils?" Less than nine per cent say that the 
usual plan does not compel all to walk in intellect- 



THE USUAL METHOD CONDEMNED. 4?> 

ual lock-step witli the slowest pupils. Is it not 
time that eveiy person responsible for the organi- 
zation of schools, not only favors a change to some 
more sensible method, but also works earnestly for 
the establishment of a more rational plan? 

'^Does not this system discourage the less mature 
and sluggish minds of a class, while it wastes the 
opportunities of the bright minds?'' Less than 
nine per cent were willing to deny that this plan 
does "discourage the less mature and waste the 
opportunities of the bright minds," and yet this 
method survives. Survives? Yes, and until 
lately was in almost universal use. More than 
that, it is even now in use, not only in the very 
large majority of cities and towns, but even in the 
majority of those systems represented by these 
superintendents who have thus condemned it unre- 
servedly. 

Superintendents, principals, members of Boards 
of Education, teachers and friends of the schools: 
in the name of the long-suffering children, consider 
the answers of these educators, and see to it that 
there is provided some plan which will not crush 
the intellectual life out of the children ! 

WHERE THE RESPONSIBILITY RESTS. 

It is, indeed, a serious matter to place the blame 
for the continance of such an unjust, unpedagog- 



44 THE GRADING OF SCHOOLS. 

ical and blighting method of classification. Some 
would pnt it all on the superintendents, who, while 
they realize the weakness of the usual plan do not 
demand a change, because they know that their 
positions will be endangered if they advocate un- 
popular measures. Others blame the Boards of 
Education, who, by making the superintendent's 
office a political one, by electing him for a short 
term, and in other ways, make it almost impossible 
for him to work for the best interests of the schools. 
Again, there are others who would place all the 
blame on the people, who, though they cheerfully 
support the schools, because they love them, yet 
forget that it is not only their privilege but their 
duty to see to it that those who are chosen to man- 
age the schools do so in such a way as to subserve 
the best interests of the pupils, for whom the 
schools exist. It is not at all unlikely that all of 
these must share the responsibility; but the matter 
of great importance is that the need of a change 
should be so keenly felt by all, that those who have 
the interests of the children in their safe-keeping 
will not dare remain passive longer. 



Chapter VI. 



UNSUCCESSFUL ATTEMPTS TO COREECT 
THE DEFECTIVE GRADING. 

There is, however, great cause for encourage- 
ment, since many conscientious superintendents 
have lately begun to realize the importance of hav- 
ing a more sensible plan of grading and promoting 
pupils. A number have urged the correctness of 
different theories, though, until quite recently, but 
few had shown enough confidence in their own 
theories to attempt to put them into practice. It 
is one thing to point the way, and an entirely dif- 
ferent undertaking to lead the assault upon the 
strongly defended Gibraltars of conservatism. 
Some have tried to evolve a system of classification 
and promotion which would make it possible to 
place and keep pupils with those of about equal 
ability. Though unsuccessful in their attempts to 
work out a method which would make it easy for 
pupils to go forward just as fast as they are able 
to do the work well, they have done much to make 



40 THE GRADING OF SCHOOT^. 

possible a more flexible plan of grading, by show- 
ing what was not satisfactory. Many of their ex- 
periments are pregnant with lessons which should 
be learned by those who are responsible for the or- 
ganization of schools. Therefore, it seems advis- 
able to consider briefly some of the more important 
attempts to work ont a more flexible method, which 
would make reclassification feasible. 

PROMOTION OF INDIVIDUALS. 
Many superintendents adopted what seemed to 
be the easiest way of meeting .the just criticisms of 
the usual method, by stating that they would per- 
mit teachers to promote pupils at any time. It 
was soon discovered that this seemingly great con- 
cession was entirely barren of beneficial results, for 
the reason that no pupils who had been properly 
placed could skip the work of an entire year with 
profit to themselves. The records of a large num- 
ber of pupils, in different cities, prove that this 
was of but little benefit, save to those who were 
very much ahead of their classmates. Where the 
work apportioned to each grade was sufficient for 
the time allotted for its completion, not one pupil 
in five hundred was able to successfully skip the 
work of that grade. But few tried to do so, and of 
those who did nearly all lost the time later and 
were more seriously injured by thus being discour- 



A1TE:MPTS to correct defective grading. 47 

aged tlian tliey would have been had they remained 
with their former classmates, w^ho soon not only 
overtook them, but found no trouble in passing 
them. 

Since such is the case, it is greatly to be regretted 
that many earnest superintendents are still satisfied 
with such a provision for reclassification. The 
superintendent or principal who does not now 
favor the promotion of pupils just as soon as they 
are ready for advanced work, can scarcely be 
found. The time has now come when all should 
realize the fact that it is not sufficient to allow^ 
pupils to strive for benefits which all know they 
cannot secure. The futility of such a method was 
well pointed out by Dr. J. T. Prince, State Agent 
of the Massachusetts Board of Education, in a re- 
port just published. After making a careful and 
exhaustive study of the plans iised and the results 
obtained in the cities and towns throughout this 
country, he stated what those familiar with the 
facts know to be the truth, when he said as follows: 
•^Quite a number of superintendents report that the 
matter is left to the teachers, with the request that 
pupils be promoted whenever they are qualified; 
but, in such cases, there is either no report of the 
number of individual promotions, or else the num- 
ber of such promotions is so small they may be said 
to be rare exceptions." How could it be otherwise? 



48 THE GRADING OF SCHOOLS. 

Wliat is the sense of giving a teacher permission to 
do what the method of grading and promoting 
makes impossible to accomplish? Of what benefit 
is all this child-stndy, if there is no possibility of 
ministering to the needs of the children even when 
those needs are accurately located? 

A SHORTER CLASS INTERVAL. 

Finding that it w^as impossible to reclassify 
pupils when the classes were a year apart, an effort 
was made to secure better results by shortening the 
interval between the classes. In a preceding 
chapter, the characteristics, advantages and disad- 
vantages of the shorter interval have been dis- 
cussed, and attention called to the fact that, prop- 
erly managed, the shorter interval has some im- 
portant advantages. However, so far as is known, 
no one has proved by results obtained that the 
shorter interval has been so managed as to make 
reclassification easy. With the shorter interval, 
the classes have been kept closer together, but the 
pupils of each class have, still been forced to move 
in intellectual lock-step month after raonth and 
year after year. Therefore, the plan has proved 
no more satisfactory than the usual method. This 
was necessarily the case, not because better results 
were not obtainable, but, principally because no 
satisfactory provision was made for the promotion 



ATTE:MPTS to correct defective grading. 49 

and retrogression of pupils at any time wlien neces- 
sary to keep tlie classification accurate. If such 
provision had been made, so that teachers and prin- 
cipals could easily do what they found to be best, 
there would have been frequent reclassifications of 
pupils, and the beneficial results would have fol- 
lowed just as surely as that the day follows the 
rising of the sun. 

As has been intimated, the results of the use of 
the shorter intervals have not been as satisfactory 
as it was reasonable to expect they would be. The 
records of a large number of schools having the 
half-year interval prove that, for every hundred 
pupils enrolled, there were from one hundred and 
twenty-five to two hundred and ten years lost. 
There w'ere very few, if any, promotions or retro- 
gressions between the times for regular promotion. 
From twenty to fifty per cent of the pupils failed 
to be promoted, and but few pupils were able to 
gain any time by moving faster than the majority. 

In a prominent city having a shorter interval 
between the classes, it ^^^as claimed that the plan of 
grading was far superior to the usual method. 
However, from the published reports of the schools 
of that city, as well as from other equally ofiicial 
information, the following facts are given as con- 
clusive proof that even the shortest interval, as it 
had been managed, gave no relief from the evil 



50 THE GRADING OF SCHOOLS. 

effects of imperfect classification. There were 
very few reclassifications. Forty-eight per cent 
of the pupils in the higher grammar grades were 
not promoted. Less than fifty-two per cent of all 
the scholars enrolled were promoted during the 
year; and eighty per cent of those in the highest 
grammar grades had lost from one to six years — 
there being over two hundred years lost for each 
one hundred pupils enrolled. While these facts 
tend to raise doubts as to the efiicacy of the shorter 
interval, such should not be the case, as the possi- 
bilities of the shorter interval are so much greater 
than those of the year interval. 

From the foregoing, it is apparent that, though 
the class interval is an important factor in working- 
out a proper method of grading, it is by no means 
the only one. Though a step in the right direc- 
tion, it is only one of several required to reach the 
desired end. 

THE PEOMOTION TEST ABANDONED. 

After a time educationists, both in this country 
and in England, realized the fact that the pro- 
motion examination was one of the most serious 
obstacles to the reclassification of pupils. Even 
with other conditions favorable, it was found 
almost impossible to promote pupils at any time 
save at that one arbitrarily fixed for the general pro- 



ATTEMPTS TO CORRECT DEFECTIVE GRADING. 51 

motion. The shorter interval, with more examina- 
tions, made possible more frequent changes for 
classes, but gave no additional flexibility, for rea- 
sons which have been pointed out. Teachers 
whose efficiency vras to be judged by the records 
which their pupils would make in the final tests, 
when teachers and pupils passed in review before 
the Board of Education and the superintendent, 
could not be blamed for not wishing to receive 
pupils, who, though ahead of their classmates, were 
behind the next class ahead. By receiving such, 
they would not only greatly increase their own 
burdens, but would rob all their pupils of the atten- 
tion which they sadly needed to prepare them for 
the dreaded examination. On the other hand, the 
teacher who had a number of bright pupils, would 
naturally wish to keep them, that they might raise 
the average which the class would make in the ex- 
amination, which so often has been used to con- 
demn teachers unjustly. 

But though the promotion examination was seen 
to be a most serious mistake, and while many 
agreed that it was the cause of grave defects and 
the bulwark of most unpedagogical methods, yet 
its abandonment is only one of several steps leading 
to a more pliant plan of grading. This fact is 
amply proved by the records in fifty towns and 
cities, where its abandonment gave little or no ad- 



52 THE GRADING OF SCHOOLS. 

ditional flexibility. However, it should be remem- 
bered that the shorter interval and a more sensible 
basis for promotion are important steps in the right 
direction. 

UNGRADED ROOM IN EACH BUILDING. 
Finding it absokitely necessary to do something 
for those falling behind, a few tried the experiment 
of having an ungraded room in each school where 
it was possible to have it. This plan has had a 
very limited trial, and, so far as can be learned, has 
never been used to any considerable extent by any 
city. Properly managed, by a strong teacher, it 
has proved a benefit to the few who were placed 
in the class until they could be prepared for the 
work of some regular class. The facts that it gave 
relief to but few of the many needing help, the 
lack of additional classrooms, and the considerable 
extra expense, prevented its general adoption, 
even in the cities where it was most strongly 
favored. 

ADDITIONAL TEACHERS FOR EACH SCHOOL. 

Some who were desirous of trying the plan men- 
tioned above, and were unable to find vacant class 
rooms, appointed additional teachers to assist the 
laggards, in the hope that they would thus be en- 
abled to keep pace with the rest of the class. . Like 



ATTEMPTS TO COHRECT DEFECTIVE GRADING. 53 

tlie plan wliicli it resembles, it was beneficial to but 
a very limited number of pupils; for every teacher 
of experience knows that such plans cannot help 
one-twentieth of those who need assistance. 

However, these experiments are of some utility 
to the slower scholars, although they entirely neg- 
lect the brighter ones, who suffer serious injury 
because of continually marking time. 

BRIGHTER PUPILS GIVEN ADDITIONAL WORK. 

In the hope of keeping the brighter pupils busy, 
a few have permitted them to take up additional 
subjects whenever their attainments and capacities 
were such that they were likely to be injured by 
being held down to the pace of the slowest. This 
is a commendable method of making some provision 
for this class of pupils, who are, perhaps, the ones 
most injured by the usual method of grading. 
AVhile great pains should be taken to brighten the 
dull, this should be done in such a way as not to 
bedim the brighter scholars. In the average 
school so much attention has been given to the 
polishing of the pebbles that no regard could be 
given to the diamonds which were gradually being- 
dimmed. In lieu of a better plan, extra lessons 
will often serve the purpose of saving some from 
the blighting effect of enforced idleness. It should 
not be fora'otten that success without effort is only 



54 THE GRADING OF SCHOOLS. 

less injurious tlian effort without success. The 
greatest objection to this method is, that it brings 
to the over-worked teacher a great deal of extra 
work, worry and planning. Indeed, it is claimed 
by some that to lay out and look after the extra 
work properly almost doubles the strain on the 
teacher. All agree that if scholars can be kept 
busy on the regular work it will not only be best 
for the pupils, but it will be most satisfactory to the 
teachers as well. 

DOUBLE-TRACK COURSE OF STUDY. 
Two or three cities are trying a plan quite dif- 
ferent from any yet mentioned. The course of 
study for the grammar grades is double-tracked, 
as it were, and divided in such a way that it may 
be completed in from four to six years. Provision 
is also made for "switching" from one track to the 
other. As a means of making it possible for some 
pupils to complete the work of the grammar grades 
in less than the prescribed time, this plan is a suc- 
cess; but as a method of making possible the read- 
justment of pupils in such a way as to keep the 
classification accurate, the published results prove 
it to be an utter failure. It is flexible only at the 
one point and time, and makes no provision for 
reclassification in the primary grades, where fre- 
quent readjustment is most needed. 



ATTEMPTS TO CORRECT DEFECTIVE GRADING. 55 

RETURN TO UNGRADED SCHOOL. 

Tliorouglilv disgusted with the evils resulting 
from the defective o-rading, and convinced that 
there was no satisfactory solution of the problem, 
a few returned to the methods of the ungraded 
schools. They soon found that because of the 
large number of classes good results were harder to 
secure than under the usual plan. 

Unmindful of the many advantages of the class 
recitation, some abandoned it and returned to in- 
dividual instruction, in the belief that this would 
be best for the pupils; the effort being made to 
develop the individual by permitting each one to 
work alone. This certainly implies a false idea of 
education, which is to develop children so as to 
prepare them for proper living in society. The 
class is the best place for pupils to learn to correct 
wrong ideas, by seeing things through the eyes of 
the other members of the class. It is for this rea- 
son that children learn more from others than they 
do from their teachers or from their books. If the 
work is adapted to the class, each pupil helps all, 
and, in return, all are benefited by each. The 
man who does not learn from others is sure to be a 
miserable failure; and it is the same in the school. 
It should be remembered, then, that while there is 
a place for individual work, individual testing and 



50 THE GRADING OF SCHOOLS. 

individual instniction, there is also much benefit 
to be derived from work in groups and classes. 

THE REQUISITES OF A PROPER PLAN OF GRADING. 
A satisfactory plan of grading must make pos- 
sible an accurate classification of pupils, so that 
those of very nearly equal ability and advancement 
may be placed in the same class ; it must make such 
provision for frequent reclassification that the 
teacher will be able to keep the classification accur- 
ate; and it must permit individuals and classes to go 
forward as fast as they can do the work well. It 
will not be perfectly satisfactory, however, unless 
it retains the adA^antages of class instruction with- 
out sacrificing the interest of the individual. It 
will be ideal if it meets these demands of a proper 
plan of grading in such a way as to be capable of 
general adoption, and that without increasing the 
expense of the schools or the strain upon the 
teachers. 

OTHER PLANS FAIL TO IMEET REQUIREMENTS. 

Though each of the plans already mentioned is 
the result of an honest effort to provide a 
more pliant plan of grading, yet not one of 
them makes possible frequent reclassification of in- 
dividuals in order that the classification may be 
kept accurate. Of necessity, each one must result 



ATTEMPTS TO CORRECT DEFECTIVE GRADING. 57 

in keeping together pupils of unequal ability and 
attainments. There is not one which does not ex- 
pect individuals and classes to finish a definite por- 
tion of the work by a certain time, arbitrarily fixed, 
without any consideration of the individual or the 
class. Is it not because of the failures in these 
matter^ that the results have not been encouraging? 

FEASIBILTTY OF SECURIXG A SATISFACTORY PL AX. 
Surrounded as all are by limiting conditions, 
is it possible to have a more pliant plan of grading, 
which will combine the advantages of the indi- 
vidual and class systems of instruction? Is it pos- 
sible to give more attention to individual needs 
without endangering the interests of the masses? 
Can the work be suited to the ability of the pupils 
so that all may go just about as fast as it is best for 
them? Is it possible to have a system which will 
exist, not for itself, but for the proper development 
of the children in the school? Too many have 
been ready to accept, as final, negative answers to 
these questions. That such a plan cannot be se- 
cured by a single step, even though it be a long one 
in the right direction, is amply proved by the ex- 
periments made by many earnest educators. How- 
ever, it may be asserted without fear of successful 
contradiction, that it is possible to have a satis- 
factory plan, if those whose duty it is to do so \\411 



58 THE GRADING OF SCHOOLS. 

study this problem with the care and persistency 
which its importance warrants. 

In the following chapters the primary requisites 
of a proper plan of grading are discussed, and there 
is given an explanation of a plan which has stood 
the test of years of trial, and which under most ad- 
verse and varying conditions has given most excel- 
lent results. In the earnest hope that they will be 
of assistance to those who are striving to work out 
a method which will meet the conditions by which 
they are surrounded, additional chapters are given 
for the purpose of explaining devices which expe- 
rience has proved to be of great value. 



Chapter VTI, 



CLASSIFICATIOX OF PUPILS. 

All tlioiiglitful educators must realize the fact 
that the proper classification of pupils is one of the 
most important factors in securing a satisfactory 
plan of grading. Many now see clearly the abso- 
lute necessity of having pupils closely classified and 
of keeping those nearly equal in ability and attain- 
ments together all the time. However, with class- 
rooms crowded to the doors, and surrounded as all 
are by many and unfavorable limiting conditions, 
it has not seemed possible to reach this desired 
end. Different methods have been tried without 
satisfactory results. The following suggestions are 
given for the reason that they have proved per- 
fectly feasible in schools varying in size from three 
to thirty rooms, where the classes were very large 
and conditions were most unfavorable. 

PUPILS OF SAME ABILITY GROUPED TOGETHER. 
The pupils should be carefully classified, and 
those of about equal ability and attainments should 
be grouped by themselves in separate rooms. 



60 THE GRADING OF SCHOOLS. 

Tlie placing of pupils of the same grade in a 
room, instead of mixing pupils of two or tliree 
grades, as many do, lias many advantages. One 
of the most important is that all can recite together 
in those branches in which it is easy to hold the 
attention, and, therefore, in which it is possible 
to secnre simultaneons mental activity on the part 
of all. In this way, all the claims of simultaneons 
instruction may be met without jeopardizing the 
interests of the individual. The time thus saved 
can be used to great advantage in other lessons, 
where it is absolutely necessary that the teacher 
shall always know exactly what knowledge each 
pupil possesses, for the reason that, in these sub- 
jects, further progress is entirely dependent on 
what has been learned. 

In essential branches, the pupils of each room 
should be subdivided, according to ability and 
acquirements, into several small sections. The 
number of sections in each grade will vary with the 
number of rooms of the same grade in the building, 
the year of work, the importance of the subject, the 
efficiency of the teacher, and with other limiting 
conditions. 

The number of divisions in each subject should 
also be determined by these conditions, after a care- 
ful consideration of the subjects in each grade and 
a study of the records of children of different 



CLASSIFICATION OF PUPILS. 61 

grades. This study of the pupils' records will show 
that nearly all the difficulty arises at certain points 
in each grade, so that by providing for individual 
instruction at these danger points, all difficulty may 
be removed. 

Likewise, the number of pupils in each division 
varies with limiting conditions. The larger the 
number of pupils to select from, the greater the 
number that can go together mthout injury. All 
must acknowledge that the more nearly uniform 
the pupils of a class are in ability and attainments, 
the better can the instruction be suited to their 
needs, the greater is the power of emulation, the 
larger is the number that can successfully be taught 
together, the easier it is to hold the attention and 
concentrate it upon the subject presented, and 
therefore the better the training given. ]^o matter 
how close the grading, there will always be suffi- 
cient difference in the pupils of each group to give 
that quickening influence which is such an import- 
ant result of class teaching. 

The accurate grading of pupils into classes of 
from eight to twenty, instead of roughly herding 
them in classes of from forty to sixty, furnishes a 
practical method of reaching the individual, and 
thus makes possible the mental growth that is de- 
pendent upon constant, healthy, beneficial, intel- 
lectual activity. It not only secures from each his 



62 THE GRADING OF SCHOOLS. 

best work, Tout it prevents overwork on the part of 
tlie nervous pupils, and on tlie part of others who, 
for any reason, should not have severe mental labor. 
It is not necessary to divide the grades into small 
classes except in the essential branches, which vary 
somewhat with the courses of study and are differ- 
ent in the several grades. The number of recita- 
tions need not be greater than is usual in those 
schools which have more than one grade to the 
room. Take, for example, a grade in which there 
are six studies. Since many schools have pupils of 
two different grades in each room, twelve daily reci- 
tations are required. In those schools which have 
three grades in each room, provision has to be made 
for at least eighteen recitations. Under this plan 
of grading, three or four divisions are made in each 
of the tw^o most important subjects, and two divis- 
ions in the next most important subject. As the 
pupils in each room are nearly equal in acquire- 
ments, it is very satisfactory to have them recite 
together in the other, the less important branches, 
in w^hich it is easy to hold the attention, and in 
which future work is not so dependent upon what 
has been leariied. Thus, by providing for but 
twelve or fifteen recitations daily, the desired end is 
reached. Since most buildings have from two 
to four rooms of the same grade, it is easy to have, 
not three or four, but ten or twelve divisions in the 



CLASSIFICATION OF PUPILS. 63 

essential subjects of each grade. Under such con- 
ditions, there could be in the usual eight grades 
from seventy to eighty divisions below the high 
school, instead of the eight divisions, which the 
usual plan requires. This, however, need not dis- 
courage those in smaller buildings, for experience 
has proved that a much smaller number than seven- 
ty or eighty meets all the requirements. The im- 
portance of having the course divided into more sec- 
tions has lately been pointed out by Dr. W. H. Har- 
ris, as follows: "Thirty classes between the first 
and the eighth year are possible in large schools in 
cities. That all cities do not avail themselves of 
this possibility is one of the most serious defects in 
American school supervision." 

Xew divisions should be made by the teacher 
when the}^ are necessary properly to accommodate 
the pupils in his room, and need not be continued 
longer than they are beneficial. Instead of mak- 
ing the pupils fit the grades, the purpose should be 
to make the divisions suit the needs of the pupils. 
As the divisions are quite small, better results can 
be obtained with shorter recitations, and time may 
be saved for individual work at those points where 
the study of the pupil's record shows that individ- 
ual work is most needed. The records gathered 
show that in one grade ninety-two per cent of the 
failures were in arithmetic and grammar. By pro- 



64 THE GRADING OF SCHOOLS. 

vidins: for small classes and individual work in 
these subjects, the causes of failure were removed, 
and but few pupils were kept back. "While the 
apparent increase in the number of recitations led 
teachers to look with disfavor on the plan before 
they understood it, at the end of the first year's 
experience with it they not only favored it, but 
ninety-four per cent of them gave in writing their 
reasons for preferring it to any other plan of which 
they had any knowledge. 

Since all pupils are placed in divisions with 
those of the same ability, the instruction can be 
carefully adjusted to the needs of each, and the 
best teaching is made possible. The most careless 
observer of children knows that they naturally love 
to learn what is new, and are always interested in 
doing what with reasonable effort they can do. 
When suitable work is assigned to them the tend- 
ency to idleness is greatly lessened, and many a 
listless ^'time-killer" is transformed into an earnest 
worker; the necessity of punishment is greatly 
diminished in all classes, and has entirely disap- 
peared from many. Indeed, this plan of grading 
practically solves the problem of the bad boy, and 
proves that the majority of the so-called bad boys 
are the logical result of a bad method. The bright 
boys are not kept busy under the usual plan ; there- 
fore they are the ones who get into mischief, for the 



CLxiSSIFICATION OF PUPILS. 65 

idle brain is still tlie devil's workshop. Some say 
pupils are injured by overstudy, but for every one 
so injured a thousand are ruined by enforced idle- 
ness. 

The importance, then, of accurate classification 
must ever be kept in view. For years pupils have 
been crucified by being placed with those of un- 
equal advancement, yet it was claimed they were 
classified. Xow it is rightly demanded that they 
be placed with their peers, that their progress may 
be more certain. I^o longer will it be acceptable 
to condemn pupils as dunces, because they are not 
sufiiciently advanced to keep up with their compan- 
ions. They must be placed where their ability and 
their attainment make it possible for them to do 
good work. 



Chapter Vm. 



EECLASSIFICATIOK OF PUPILS. 

A MATTER OF VITAL IMPORTANCE. 

The importance of securing a proper classification 
of pupils has been emphasized, and reasons have 
been presented for favoring a plan which has given 
a more satisfactory classification than any other 
method yet suggested. However, it is not sufficient 
merely to make the classification accurate. In the 
past many have made the mistake of supposing that 
this would answer; but such is not the case. Iso 
plan of grading can justly claim consideration un- 
less it makes it possible to keep the pupils working 
with those of equal attainments. A hundred differ- 
ent determining factors influence the progress of 
the individuals of a class. Hence arises the need of 
providing for such a readjustment of pupils as to 
make it possible to place individuals where they 
can work to the best advantage and receive the 
greatest good from the instruction. All classifica- 



RECTJVSSIFldATION OF PUPILS. 67 

tion should be only temporary; for pupils should 
not remain in classes for which they are not suited. 
In the past the machinery of the graded school has 
been started and then left to run itself. This is a 
serious error, for it needs constant readjustment. 
Reclassification is the only means of saving the pu- 
pils from the blighting effects of defective grading. 
For this reason, the feasibility of reclassification is 
the most important test of any method of grading. 
This is the secret of any flexible plan of grading, 
which is intended to suit the needs of the children 
instead of compelling them to fit a procrustean bed 
of grades. This truth should be kept constantly 
in mind by those who are studying this problem, 
for the greatest defect of the usual method is found 
in the fact that the reclassification of pupils be- 
tween the times for regular promotion is almost im- 
possible. Indeed, the usual plan of grading seems 
built upon the supposition that pupils will go to- 
gether month after month and year after year, 
without diverging in attainments or in ability. 
That they cannot do so all intelligent observers 
must admit. That the schools fail utterly to pro- 
vide for reclassification to meet the needs of the" 
children none will dare deny. Until recently no 
plan had been suggested, which would meet this 
all-important primary requisite of proper grading. 
However, there is encouragement in the fact that 



68 THE GRADING OF SCHOOLS. 

some of the leading educators of tins country are 
realizing the importance of this matter and suggest- 
ing remedies, though none of these have been able 
to point to results obtained by actual practice. 
Among the very first to appreciate the importance 
of this matter was Dr. W. H. Harris, who, while 
superintendent of schools in St. Louis, gave the fol- 
lowing reasons for urging certain changes in that 
city. They show that this educational philosopher, 
who stands without a peer, not only appreciated the 
importance of constant readjustment in order that 
pupils might be accurately graded, but that he also 
saw the importance of permitting them to cover the 
ground as fast as they could do the work well. 
How this can be done, does not appear, but it is 
greatly to be regretted that these reports were not 
available until a short time ago, for every page will 
well repay a careful reading. 

THE CORRECT PRINCIPLE. 

"The principle is clearly this: ]^ot a procrus- 
tean bed of grades, on which the school is to be 
stretched so as to reduce the number of grades of 
advancement to ten or any other special number, 
but a thorough classification of all the pupils into 
classes on a certain quota as a basis, whether this be 
thirty or twenty-five, or whatever other number is 
considered the best. The endeavor will be to have 



RECLASSIFICATION OF PUPILS. 69 

the classes separated by as small an interval as possi- 
ble ; but four, six, or even ten weeks' work is small 
enough for all practical purposes; and in order to 
make this arrangement uniform the pupils in upper 
grades, when too few to form classes with the re- 
quired quota, should be brought together in central 
schools; and this principle should be applied as far 
as possible; if the highest grade in the high school 
consisted of sixty pupils or more, the division of it 
into two classes would be required. 

'•This process of continual readjustment of clas- 
sification in our schools will render the whole school 
system elastic and mobile. Like the current of a 
river there Avill be ever^^vhere forward motion — in 
the middle the current is more rapid, at the sides the 
current flows more slowly. The work of a grade 
laid down for a year's study will be accomplished 
in three or three and a half quarters by the bright- 
est; by the dullest and slowest in five quarters. 
There wdll be no temptation to push on a slow pupil 
or drag him beyond his powers; no temptation to 
promote a pupil to a new grade's work before thor- 
oughly completing what is below him. 

"By this plan would be checked a pernicious sys- 
tem of holding back pupils from examination for 
the high school, simply for the purpose of gaining 
a reputation for the school through the high per 
cent of its pupils in the competitive examination. 



70 THE GRADING OF SCHOOLS. 

"Doubtless there is a certain degree of thorougli- 
ness requisite in the lower branches before the pupil 
can profitably take up the studies of the next higher 
grade. After attaining this per cent it is possible 
to keep the pupil drilling over the lower work — in 
order to secure a certain mechanical thoroughness 
— so long as to waste much time that might be bet- 
ter expended for the pupil's culture and growth on 
the higher studies. 

'There are still some points on which doubts may 
rest. For example, it may be urged that this sys- 
tem would cause a collection of the dull and stupid 
pupils into classes by themselves — a deplorable re- 
sult. But this is one of the evils which this system 
is adapted to correct. The fact that the best pupils 
from below are allowed to rise through the masses 
above them as fast as their ability can carry them is 
surely not likely to prevent the slower pupils, who 
are- their companions, from exerting all their ener- 
gies and making considerable progress. The 
stream of bright pupils from below is inexhaustible. 
From the primary grades it ascends, continually 
passing fixed points or points that move on more 
slowly. In every class there will be its quota of 
bright pupils, some leading the class, and some just 
sustaining themselves in it, having recently joined 
it. But in the old system all the bright pupils had 
attained the top of the class and the dull ones had 



KECLASSIFICATION OF PUPILS. 71 

fallen hopelessly to the bottom long before the 
needed reclassification took place.'' 

THE THEORY WELL STATED. 

"While superintendent of the schools of Omaha, 
Mr. F. A. Fitzpatrick made a careful study of this 
problem. The following quotation from his article 
in the ISTorthwestern Journal of Education proves 
conclusively that the need of reclassification was 
clearly apprehended by this educational leader: 

"Here lies the weakness of the graded system, 
because we are compelled by our limitations to 
place children of varying attainments, will power, 
capabilities, and opportunities, into the same class. 
The defect is inherent; all that is possible is to re- 
duce the difficulty to its lowest terms. The num- 
ber of pupils in any individual school system is the 
constant factor in the treatment of this question of 
classification; the character, size, and location of 
school buildings, variable elements. The shorter 
the interval between classes, the better the school 
will perform its function of adapting itself to the 
needs of the community. The more easy it is to 
classify pupils of varying attainments and capaci- 
ties, the more easy it is to make special promotions 
where pupils are able to do more work. The more 
plastic a s^'stem of schools becomes in the direction 
of allowing properly regulated special promotions. 



72 THE GRADING OF SCHOOLS. 

the better tlie system. The limitation here upon 
the creation of classes with short intervals between 
them is that the number of pnpils in each class must 
not fall below twenty; otherwise we shall trench 
over on the other side. In a properly managed 
school system the classes are perpetually under- 
going disintegration and reintegration. Crystalli- 
zation into any one absolute form is death, just the 
same as it is in physical life. When a new class of 
pupils is organized, there may be a complete homo- 
geneity, but after ten short weeks have passed away 
the pupils in this class will appear in three different 
and divergent forms. A certain percentage may 
be classified as very good pupils, another definite 
quantity may be classified as average pupils, and 
still another portion as deficient pupils. Approxi- 
mately twenty per cent will belong to the first ele- 
ment, fifty per cent to the second element, and 
thirty per cent to the third element of the class. 
And should this class of pupils be again divided on 
these lines and formed into three separate and dis- 
tinct classes, it will be only a few short months be- 
fore each class will break up again into the same 
relatively strongly marked three elements; very 
good, average, and poor pupils. This phenomenon 
may be styled the persistency of disintegration. Its 
parallel may be found in life, where the tissues are 
continually wasting away, and need to be rebuilt 



EECLASSIFICATION OF PUPILS. 73 

from time to time if the physical organism is to 
escape extinction. The remedy for this disintegra- 
tion is reintegration — ^reclassification, the gathering 
together of somewhat similar elements to form a 
new class, Avhich itself again disintegrates only to 
be rebuilt again, and so ad infinitum. In life, were 
we to wait until the tissues in any particular organ 
were wasted away before beginning the w^ork of re- 
habilitation, the organism w^ould die. Just so in 
the work of classification : if we w^ait until the disin- 
tegration has been completed, we shall not be able 
to reunite the dead, lifeless parts into a living, 
breathing whole. The breaking up of classes must 
be foreseen and the remedy foreshadowed all 
through the year, but more especially the last three 
months of the year. In the rebuilding of classes in a 
school system, the short interval between classes be- 
comes a very potent factor. There is nothing in 
the whole work of a supervisor that demands 
clearer insight and greater breadth of vision than 
the taking care of this disease which so remorse- 
lessly attacks classification.'' 

MANY MERE THEORIES. 

In view of the fact that, for years, some have 
realized the importance of providing for reclassifi- 
cation, it is very surprising that no method sug- 
gested has proved satisfactory. Since the crying 



74 THE GRADING OF SCHOOLS. 

need lias been appreciated by the many, several 
have presented iine-spun theories, but few have 
given anything more satisfactory. Though theory 
without practice is of little value, yet, as there can 
be no intelligent practice without rational theory, 
it may be well to keep in mind what is now gener- 
ally agreed upon as theoretically correct. 

THE IDEAL PLAN OF RECLASSIFICATION. 

Those who have studied this problem most care- 
fully agree that the ideal method of grading must 
make it easy to promote or retrograde pupils when- 
ever their progress or lack of progress results in 
their being ahead or behind their classmates. To 
be satisfactory, this reclassification must be possible 
at any time, as frequently as needed, and without 
a too frequent change of teachers. A proper 
method of grading will demand more, but this 
much is demanded with regard to reclassification. 

No plan could well be farther from the ideal 
than the usual plan, under which it is possible to 
reclassify pupils only at a time arbitrarily fixed by 
the authorities, without regard to the needs of the 
children. . Since the usual plan has justly become 
so unpopular, many say they are willing to allow 
promotions at any time. It is well to permit pupils 
to pass, at any time, to work for which they are well 
prepared, but it would be far better if the methods 



RECLASSIFICATION OF PUPILS. 75 

used did not make it impossible for them 
to do so. It is one thing to permit children to try 
for a goal by attempting to reach it by impossible 
leaps. It is an entirely different thing to so grade 
the path leading to the goal that reasonable effort is 
sure to be rewarded. The results of the plan here- 
in explained prove the need of reclassification, and 
also show its feasibility under this method. 



Chapter IX. 



THE peomotio:n of pupils. 

THE INFLUENCE OF EXAMINATIONS FOR PRO- 
MOTION. 

The promotion examination determines the re- 
classification of pupils. Therefore, no question is 
more pertinent to the discussion of this problem. 
In view of its importance, it is not to be wondered 
at, that, of all the difficult problems which con- 
front thoughtful superintendents and principals, no 
other one has given rise to more discussion. For 
years the promotion examination held full sway, 
and few, if any, questioned the propriety of having 
the principals, teachers and pupils pass in review 
before the superintendent at least once e^ch year. 
However, as the injustice and folly of such a course 
became apparent, even to the less observant, many 
good reasons for opposing such a plan were forth- 
coming. It is greatly to be regretted that, in spite 
of many strong arguments in favor of abandoning 
the promotion tests, they are still defended by some 



PROMOTION OF PUPILS. 77 

earnest educators and used by many more. At 
the latest meeting of the Superintendents' Depart- 
ment of the ^N'ational Educational Association, a 
superintendent from one of our prominent cities 
said, "If a superintendent does not look after tests 
and prepare examinations, what will he dof The 
question was well ansAvered, to the evident satisfac- 
tion of those present, by Dr. Harris, United States 
Commissioner of Education, who said, "Well, I do 
not know what he will do, but what he should do, is 
resign, and the sooner the better for the schools." 

THE PROMOTION EXAMINATIONS SHOULD BE ABAN- 
DONED. 

It is of vital importance that examinations be 
abandoned as tests of the fitness of pupils for pro- 
motion. This is a primary requisite to any pliant 
plan of grading, for they make the time limit the 
same for all, and are, therefore, the cause of the 
attempted uniformity in school work. It is en- 
couraging, that, from all sides come unmistakable 
indications of a strong reaction against promotion 
examinations. As a change is demanded by those 
most interested in the schools, all who are in any 
way responsible for the organization of schools 
should consider this question most carefully. The 
teaching tests are a necessary part of all good in- 
struction; bat, whether considered from the stand- 



78 THE GRADING OF SCHOOLS. 

point of the pupil^ the parent, or the teacher, the 
examination tests must be condemned unreservedly. 
The attempt to cure the evil of defective grading, 
which has fastened itself upon our educational 
system, without entirely cutting off the promotion 
examination, is as senseless as trying to cure any 
other malady without striking at the root of the- dis- 
ease. What a great change there has been in this 
during the past decade! What educator has not 
lately changed his position with respect to this sub- 
ject? ■ Where can any one find a city which clings 
to the "finals" as all formerly did? In many the 
authorities have been obliged either to abandon 
them, or to make them small factors in determining 
promotion. 

PROMOTION TESTS STILL IN USE. 

Since promotion tests have justly become so un- 
popular, many of those who are still slaves to this 
examination fiend try to convince themselves and 
others that they are not greatly influenced by these 
tests. Few can be found willing to openly defend 
the promotion tests. However, many seem to be 
tied to them more closely than they wish to ac- 
knowledge or feel they should be. This fact was 
clearly demonstrated a short time ago, when a body 
of prominent educators, from school systems having 
several hundred thousand pupils, w^ere discussing 



PROMOTION OF PUPILS. 79 

tills important question. One of the speakers con- 
demned, in strong language, the use of the promo- 
tion test5. Apparently, his opinions were heartily 
indorsed by all present, for the applause was deaf- 
ening. After the applause had died out, a wag in 
the back part of the hall arose and said, "Being ac- 
quainted with the most of the school systems here 
represented, I am surprised to learn that, without 
exception, all condemned the use of promotion ex- 
aminations. Will those who do not make any use 
of examinations for promotion please arise, that 
they may be counted?" But one superintendent 
arose. The eloquent speaker and the rest were 
"gradually doing away with them." 

THE SCHOOLS EXIST FOR THE CHILDREN. 

Some argue that the examinations should be con- 
tinued for the reason that, by the use of them, the 
superintendent or principal can best follow the 
work with least trouble to himself. But the schools 
are for the children, and not for superintend- 
ents and principals. It is time that the methods 
practiced and the reasons advanced for them cease 
to lead the thoughtful observer to believe that the 
children are for the schools, and the schools for su- 
perintendents and others. Surely, the highest inter- 
ests of the children should determine the course to 
be followed in the management of the schools. 



80 THE GRADING OF PUPILS. 

PROMOTION TESTS NOT BEST FOR THE CHILDREN. 

There are many reasons for believing that the 
promotion examinations are not best for the chil- 
dren. A few are mentioned, and others will sug- 
gest themselves to the reader. 

As generally conducted, they are addressed to a 
system of facts committed to memory. If the ob- 
ject of education be to develop this particular kind 
of memory at the expense of all the other faculties; 
to fill the mind with words without ideas, that the 
child may repeat, parrot-like, the thoughts of others ; 
to teach to imitate and to repeat, rather than to 
think; to enable the children to ^'get through exam- 
inations"; then final examinations, as tests for pro- 
motion, are good and satisfactory. But if the ob- 
ject of education be to develop all those powers 
with which in greater or less degree God has en- 
dowed us; to "bring up children and form men"; to 
"develop in the individual all the perfection of 
which he is susceptible"; then examinations, upon 
which so much depend, defeat the very object for 
which we are supposed to work. 

They prevent broad and progressive teaching, 
and make of the teacher a "grind." Every teacher 
who is to be judged by the results of the final test, 
must get into rut work and turn out machine 
pupils. ]S^o time can be spent in securing the clear 
explanation, the logical analysis, the useful and in- 



PROMOTION OF PUPILS. 81 

teresting knowledge ; all these must be left beliind ; 
all are neglected for that which will pay in exami- 
nation percentage. These examinations, consisting 
of a definite number of questions adapted to numer- 
ical marking, can never be satisfactory, for they are 
nothing more than an attempt to measure mental 
activity by mechanical means. Being of necessity 
one-sided and narrow, they will be followed by nar- 
row teacliing; for the character of the examination 
determines the character of the work necessary to 
prepare for the examination. 

What knowledge the children do possess, if it 
may be called knowledge, has been forced by the 
hurried committing of "possible questions,'' ^'point- 
ers,'' ^'tips," and "one-word answers," which cannot 
be understood or retained. As with the stomach, 
so with the mind; not that which enters, but that 
which is digested and assimilated, strengthens and 
develops. Over-loading either the stomach or the 
mind leads to indigestion, disgust and nausea. Is 
it any wonder that so early many take a dislike to 
all learning and therefore study only what they 
must? What teacher does not know of many 
whom the fear of examination has driven out of 
school? How often the teacher's anxiety about the 
final averages of the poor pupils causes him to urge 
that they be removed to a lower grade, or quietly 
forced out of school. Could the teacher have felt 



82 THE GKADING OF SCHOOLS. 

that he would not be judged by the "finals/ ' he 
would have been glad to have had them remain and 
learn what they could. 

Final examinations tend to much unnecessary 
drudgery on the part of the pupils and teachers, 
and cause many mental wrecks. The pupils know 
that, no matter what the condition of their health, 
a failure at this time means utter failure ; means the 
spending of another year in going over the same 
work. That strength and blood which should go 
to build up body and brain is therefore expended in 
senseless over-pressure. By insensible degrees the 
physical powers of the nervous pupils are under- 
mined, and they fail to be promoted, while their 
scheming classmates, w^ho worry over nothing and 
have been wasting time during the year, because 
of self-confidence and little regard for what is right, 
by hook or crook, manage to get the answers and 
pass. Few, except conscientious teachers and 
anxious parents, can realize the dreadful results of 
the mental strain upon nervous temperaments. 

The pupils who have been absent, or who for any 
other reason are unable to swallow the mass of indi- 
gestible material catechised into the rest, fail, even 
though their ability to do the work in the next 
grade is far above that of those who get the answers. 
Surely the question to be asked concerning the pro- 
motion of a child is not. What answers can he get? 



PROMOTION OF PUPILS. 83 

but, Has he tlie ability to do tlie work in tlie next 
grade ? For it is indeed a serious thing for a child 
to lose a year in school. Little wonder that almost 
invariably their faculties are deadened and their 
ambition destroyed by such failure. 

The effect upon character-building of the great 
temptation to deceit and cheating, and the increase 
in number of the cases of corporal punishment, are 
not the least objections that may be raised. All 
must agree that their tendency is to develop and 
foster deceit, jealousy and selfishness on the part of 
the pupils; and dishonesty, scolding and irritability 
on the part of the teacher. How often the child is 
punished by the tired, overworked teacher, because 
of the dread that he may not be able to make a 
good showing in examination! Punished for not 
doing what perhaps he could not do, and, more than 
likely, what would be best undone ! 

The time spent is one-third more than is neces- 
sary to give as much useful knowledge and more 
educational training. This statement is made ad- 
visedly, for experience proves that often almost 
one-half of the time is spent in loading up for the 
examination. In fact, in some instances, all the 
time is spent in "stuffing" for finals. Some 
light on the subject is given in a late issue of 
the Illinois School Journal when it says: "The 
text-books are divided into so many lessons for each 



84 THE GRADING OF SCHOOLS. 

month, and the monthly examination questions sent 
ont by the superintendent adhere rigidly to the 
month's work. The pupils pass high, for they are 
practically drilled upon the answers to the questions 
during the month which were to be asked at the 
end of it, and credit is given for half-answers and 
quarter-answers, even to tenths. A number of 
county superintendents in Illinois, and if rumor 
may be credited, in some neighboring states, have 
improved upon this so far as to farm out the mak- 
ing of these questions to an outline vender, who 
furnishes the questions to the superintendent on 
condition that the superintendent will use his influ- 
ence and authority in selling to the teachers the 
vender's outlines. This works well for both vender 
and superintendent. The one finds a profitable 
market for his wares, and the other is relieved of the 
necessity of knowing anything about the instruc- 
tion given in the schools. The pupils pass high and 
the hoodwinked parents are pleased, while the in- 
telligent and conscientious teacher protests — sotto 
voce. This is the iron rule of mechanism by wliich 
pupils are educated by the dozen, or by the com- 
pany, or by the regiment, as conditions may deter- 
mine." 

But, perhaps the greatest objection to final ex- 
aminations is because of their tendency to elimi- 
nate the personal element, and to make it impossible 



PROMOTION OF PUPILS. 85 

to respect, to any degree, the individual capacity of 
tlie pupil. So long as they remain, so long will 
the serious charge, that "the public school machin- 
ery requires uniformity in every child,'' be well 
foimded, if not unanswerable. So long will the 
grades be ironclad, as they endeavor to overcome 
not only the difference of temperament and home 
advanta2:es, but even the difference in mental abil- 
ity, which is predetermined. Remove this cause 
of the present system of grading, and you make it 
possible to grade the schools in accordance with the 
ability of the individual child, rather than accord- 
ing to the supposed '^average ability of the school" 
of fifty or sixty! All must agree that fifty children 
can no more be held together in mental develop- 
ment than in physical growth ! Why then must it 
be attempted ^^ Have not the scholars been fitted 
to the schools long enough? Is it not time to adapt 
the grades to the scholars? That this is being un- 
derstood is shown by the criticism of many leading 
journals. 

If the above reasons are not satisfactory, it may 
be asserted, without fear of successful contradic- 
tion, that for the purpose of estimating the ability 
of the children or of determining their power to 
do the work of advanced grades, examinations are 
useless and superfluous. Every teacher worthy of 



86 - THE GRADING OF SCHOOLS. 

the name and place knows long before the exami- 
nation what its result should be. 

REMEDIES FOR THE EXAMINATION EVILS. 

The following statements of Dr. E. E. White 
should have great weight with those who are seek- 
ing light on this problem, for he has made a careful 
study of this whole subject and is acknowledged to 
be one of the highest authorities on this and other 
pedagogical questions : 

"For years past thoughtful superintendents and 
teachers have been earnestly devising plans to 
lessen the evils of the examination system, and, as 
a complete remedy for these evils, a few have seen 
their way clear to abolish the system itself. 

"These efforts have taken different directions, the 
aim of one device being to relieve the 'terrible pres- 
sure of examinations;' of another, to free instruc- 
tion and study from their grooving and mechanical 
influence; of a third, to prevent Sdcious cramming;' 
of a fourth, to remove occasions for dishonesty, and 
so on." 

After discussing several methods, which have 
been tried in order to mitigate the acknowledged 
evils, he continues as follows: "These several ex- 
pedients are remedies to cure the brood of ills bom 
of the examination system. And this raises the 
practical question. Why not remove the cause of 



PROMOTION OF PUPILS. 87 

these ills and thus obviate the necessity of their cor- 
rection? Why not make the pupils' success in 
daily work the only factor in their promotion?" 
1*^0 one has studied this question more closely than 
has Dr. White. This is his conclusion. Is it not 
to be regretted that more have not acted in accord- 
ance with his wise suggestion? Does it not seem 
almost past belief that he was obliged to say that 
only "A few have seen their way clear to abolish 
the system itself?" 

THE TEACHER'S ESTIMATE SHOULD DETERMINE 
PROMOTION. 

The promotion examination having been aban- 
doned, the teacher's estimate of the pupiFs ability 
should determine his promotion. This estimate 
should be shown on monthly report cards, so that 
pupils and parents may know monthly what pro- 
gress has been made. In the primary grades, the 
teacher's judgment should be sufficient. In the 
higher grades, the teacher's judgment should be 
made more certain by written tests. This will put 
a premium on the daily work and will furnish a 
moderate, but continuous stimulus rather than an 
excessive and spasmodic goad, as is the case with 
examinations. Tests given by the principal and 
superintendent should show the proper completion 
of word, and be used to direct and broaden the in- 



88 THE GRADING OF SCHOOLS. 

striiction, but should have nothing to do with pro- 
motion. Pupils promoted prematurely may be re- 
turned whence they came, and teachers will be more 
careful thereafter. 

Some will say that the teaching test is but an- 
other name for the promotion examination, but a 
moment's thought will show that there is great dif- 
ference between the two. The one is a careful di- 
agnosis at frequent intervals for the purpose of dis- 
covering the disease in its incipiency, that the 
proper remedies may be api^lied and the patient 
saved. The other is a blundering post-mortem, to 
determine the cause of death. Most of us would 
have no trouble in choosing between the two. 

TOO MUCH POWER IN THE HANDS OF PRINCIPALS 
AND TEACHERS. 

Some superintendents say that this is putting too 
much power in the hands of the teachers and prin- 
cipals; but is not that just where it properly be- 
longs? Should not both be free to work, as con- 
scientious men and women, for the best interests of 
the children, rather than be compelled to continue 
to be mere cogs in the great machine run by the al- 
mighty superintendent? Who would not prefer to 
have his child's ability to pass to advanced work 
judged by the ever-present teacher, who had 
studied the child, rather than by the superintendent 



PEOINIOTION OF PUPILS. 89 

who, of necessity, must be Avithout knowledge of 
the individnal ? Many quotations might be given 
to prove that those who have had experience with 
this or a similar plan, agree that never before were 
promotions made so satisfactorily. That never be- 
fore did teachers study the individuals so closely. 

TIME AND FREQITEXCY OF PROMOTION. 
In what has been written, the word "promotion" 
has been used in its generally accepted sense, im- 
plying a change from one room to the next 
higher, and generally involving a change of teach- 
ers. For the best development of the pupils' men- 
tal, moral and physical powers, the teachers must 
know the individual characteristics and fully under- 
stand all the forces which influence their education, 
opportunities and character. Than this nothing is 
more important, though it requires time and careful 
study. For this and other reasons, it is the general 
conviction of educators that it is best for pupils to 
remain several months under the same teacher, if 
by so doing they are not compelled to work with 
those of different attainments and ability. There- 
fore, serious objections have been made to those 
plans of grading which provide for periodic promo- 
tions several times each year. Indeed, the objec- 
tions have been so strongly presented that, though 
two or three cities have used this plan for many 



90 THE GRADING OF SCHOOLS. 

years, it lias not been adopted by otbers. Chang- 
ing teachers several times each year not only inter- 
feres with progress in school work, but, what is in- 
finitely more important, it has a blighting influence 
upon the developing characters. 

The term, promotion, is also used to indi- 
cate the passage from any school work to more ad- 
vanced work. This meaning of the word seems to 
be the better one ; for a change from one room to a 
higher is no greater advancement than the passing 
from one division of a subject to the next higher 
part. In this sense of the word, there should be 
daily promotion, for each lesson should be a little 
advance over the preceding one. A pupil's ad- 
vancement should be constant, and when any 
scholar cannot work Avith his classmates he should 
be reclassified and placed wdth those of about equal 
advancement. When the pupils of any class finish 
any portion of the work they should immediately 
advance to the next in order. All must acknowl- 
edge that any plan of grading which does not per- 
mit this, is not only unsatisfactory, but is criminally 
defective and unworthy of an enlightened age. 
The importance of permitting pupils to go forward 
when ready has been presented in previous chap- 
ters, but its absolute necessity cannot be represented 
too often nor too forcibly. 



Chapter X. 



APrOKTIO:^rMEXT OF WORK. 

Perhaps the greatest weakness of our schools 
may be found in the method of apportioning the 
work. Indeed, it passes all power of comprehension 
to understand why, for hundreds of years, little or 
no provision has been made for the great differences 
known to exist in the ability of different classes, 
pupils and teachers. 

An all-important feature of a rational plan of 
grading must be a provision that will enable each 
division of pupils to go just as fast as the teacher 
finds the pupils are able to accomplish the work as it 
should be done. Xo fixed amount of work should 
be demanded of any class within a given time. 
With but few, if any exceptions, all graded schools 
have the work so apportioned that a fixed amount 
of the course must be finished by the end of the 
term or year. This is a serious error. Without 
uniformity of conditions, it demands uniformity of 
results, and makes the time limit the same for all, no 
matter how widely the pupils, classes and teachers 



92 THE GRADING OF SCHOOLS. 

differ. Is this not an unpardonable pedagogical 
sin? Is it not absolutely defenceless on any 
psychological grounds? In all frankness, does it 
not indicate the lack of the commonest kind of com- 
mon sense ? These seem to be harsh questions, but 
does not the occasion justify plain talk? Who will 
give any good reason for "nailing the course of 
study to the calendar" ? Why should advancement 
to suitable work be determined by the time of year? 
Why should some pupils stop their work, though 
uncomjDleted, simply because others have fin- 
ished it? 

If one starts on a journey, he should not leave 
the train when the schedule says the lime has ar- 
rived for him to reach the end of his journey; but 
he should leave the train when he arrives at his 
destination, whether that be after or before the 
time fi:sed by the one who made the schedule. The 
person who would insist upon having everyone 
leave the train at the time scheduled for its arriving 
at the destination, would soon reach the asylum 
where all such should be confmed. AYhy then 
should Boards of Education, superintendents or 
others, who make the schedules for schools, expect 
teachers to drive pupils through the course of study 
at a certain fixed rate, in spite of many different 
determining factors? 



APPORTIONMENT OF WORK. 93 

THE INJUSTICE OF THE USUAL METHOD NOW AC- 
KNOWLEDGED. 

At last some educators are beginning to realize 
the injustice of the -usual method of apportioning 
the work. In speaking of this matter, a writer in 
the latest issue of the ^'Illinois School Journal" 
said: 

"One of the strangest things in the history of 
educational practice is that it should have occurred 
to some mechanical genius that the work of a school 
curriculum could be divided into distinct sections, 
so that it would take just so many days, hours, min- 
utes, and seconds to complete the work of each sec- 
tion; and that the pupils in a school could be 
grouped into classes corresponding to these sections, 
so that they would move forward at a uniform rate, 
separated by fixed intervals, in what has been ap- 
propriately called "^The lock-step of the graded 
school.'* It is much more strange that this me- 
chanical monstrosity should have found favor 
among teachers and people, and that it should have 
been indorsed by the almost universal practice of a 
generation. Unfortunately this chapter in modern 
educational history is not yet closed. There are 
still schools in which the work of each class for each 
day in each year of school life is as definitely pre- 
scribed as though fixed by the eternal decrees of 

•See author's article on this subject in "Atlantic Monthly," 
June, '97. 



94 THE GRADING OF SCHOOLS. 

Fate. On tlie seventeenth day of his seventh year 
in school the boy's lesson in arithmetic will be that 
portion of Ray's Practical Arithmetic limited by 
pages 172 and 175. This is the doctrine of 'fore- 
ordination' carried to an absurd extreme! 

•'The fixed class interval is a crime against child- 
hood, and when coupled with a scheme of promo- 
tions based upon a system of examinations, daily 
markings, and required percentages, it constitutes a 
fearful indictment of modern school practice. It 
makes little difference whether Superintendent 
Shearer or some other observer was the first to see 
this spot on the sun. It is large enough to be seen 
with even half an eye. It is possible that many 
have observed it and guarded themselves against its 
malign influence by some device or other. The 
size of the interval is not the worst thing about it, 
though the shorter the better. The worst feature 
lies in fixedness. You cannot keep the carriages in 
a funeral procession at fixed intervals. Divide any 
number of children into classes to-day, and they 
will not be properly divided to-morrow. Neither 
the members in a class nor the classes in a school 
can move forward at a uniform rate. Differences 
in the natural and acquired aptitude of pupils and 
in the skill of teachers, to say nothing of many 
other differences in condition, make this impossible. 
To insist upon it is to benumb the strong, to befud- 



APPORTIONMENT OF WORK. 95 

die the weak, and to weaken all. If necessary, this 
outrageous custom must be attacked with sledge- 
hammer and dynamite, and destroyed." 

In a late issue of ''The Educational Review," Dr. 
Prince, Secretary of the Massachusetts Board of 
Education, speaks as follows upon this subject: 

^'There is no question of school organization at 
present more important than that of a proper ad- 
justment of conditions to the iieeds of individual 
pupils. The assumption upon which most courses 
of study seem to be based, that just so much groimd 
must be gone over with equal thoroughness by all 
pupils in the same time, is the greatest bane of our 
public school system. The courses in use are prob- 
ably intended to meet the needs and capacity of pu- 
pils of average ability. Such, however, is the dif- 
ference of ability between the brightest third and 
the dullest third of almost every class of pupils, that 
the work this requires is enfeebling to one part 
while it is discouraging or unduly excessive to the 
other. To neither group is there the stimulus of 
success with effort. To one group there is success 
without effort; to the other there is effort without 
success. The difficulty, it is feared, is enhanced by 
the want of ability or inclination on the part of 
many teachers to adapt each lesson's requirements 
to the capacity of individual members of the class. 

"There are some signs of reaction against a sys- 



96 THE GRADING OF SCHOOLS. 

tern whicli encourages or permits a dead uniformity 
of ability and effort. The only fear is that the op- 
posite extreme of individualism will be sought as a 
remedy. As between the practice by which forty 
or fifty pupils of all degrees of ability are required 
to do the same work with nearly equal efficiency, 
and a return to individual teaching such as was car- 
ried on in ungraded schools forty years ago, there 
is but little choice, although the ill effects of the 
two practices must be felt in widely different ways. 
But a choice between these extremes of practice 
ought not to be necessary. Xo more useful service 
can be rendered the public schools than that of de- 
vising ways by which the benefits of a class system 
of teaching will be secured, and at the same time 
such an adjustment of work be made as will permit 
pupils of varied abilities to do the most for them- 
selves." 

COURSE OF STUDY NECESSARY. 
Courses of study we must have, and perhaps it 
is even necessary to give all pupils the same drill in 
grammar, the same exercise in arithmetic, and the 
same number of miles of writing. But no effort 
should be made to give all the same amount in the 
same time, regardless of the differences between 
them. While, under the system of grading herein 
explained, pupils are required to do thoroughly ail 
the essential work before passing to advanced work. 



APPORTIONjVIENT of work. 97 

pupils and teachers know that they are not ex- 
pected to finish it in a shorter time than is required 
to do it satisfactorily. The consequent relief to 
the teacher is as great as the benefit to the pupil. 
Many a faithful teacher endures a terrible strain 
for years, lest he be blamed if all his pupils do not 
finish the given course in a fixed time. One 
teacher expressed a common sentiment as follows: 
"It seemed as if this plan had raised from 
my shoulders a terrible load which threatened to 
crush me. I knew that it was an outrage to drive 
some of the pupils as I was obliged to drive them, 
but what was I to do? I was told that by June all 
had to be ready for the examinations. !N^ow my 
task is a very much more pleasant and satisfactory 
one. I am no longer forced to be a pupil-driver, 
but I can be a teacher in the true sense of the word ; 
and school is, to pupils and to teacher, an entirely 
different sort of place." It is time that blame for 
many failures be taken from teachers and princi- 
pals, and placed on the shoulders of those who are 
responsible for the system. Let them bear this 
great responsibility. 



Chapter XI. 



METHOD OF SECITRmO THOEOUGHNESS 
IJSr ESSE^^TIALS. 

DEVICES. 

Years of experience in striving to work out and 
make practicable a more flexible plan of grading 
have developed certain devices whicb have proved 
of great value. In the following chapters several 
of these devices will be explained, in the hope and 
belief that they will be helpful to all who endeavor 
to follow any such plan as that which has been out- 
lined in previous chapters. Some devices will ap- 
pear of much greater importance than others, and 
each person will be led to make use of those which 
seem likely to be of greatest service in securing the 
desired ends. They are so simple that they can 
easily be made use of by anyone who feels the need 
of such. ' While their simplicity may lead some to 
doubt their efficiency, a careful trial will prove 
them to be far more useful than they at first appear. 



SECURING THOROUGHNESS IN ESSENTIAT.S. 99 

RECORD OF WORK DONE. 

For the purpose of making sure that the work 
has been done satisfactorily, the "Record of Work 
Done'' has proved of great service. Under the 
usual plan the pupils are all expected to be at a cer- 
tain point by the time fixed; and whether or not the 
Avork has been done in a satisfactory manner is sup- 
posed to be determined by the examinations. 
Under the plan advocated, pupils are permitted to 
go just as far and as fast as they can finish the work 
to the satisfaction of the teacher. Therefore, 
classes will not reach any given point by a certain 
time, and they cannot be tested by uniform exami- 
nations at times arbitrarily determined. This pecu- 
liarity of the plan requires that some other method 
be used for making sure that the work has been 
done properly. Some device must be used which 
will enable the superintendent and principal to 
know just what work has been accomplished, and 
just how well the work has been done by each class. 

With plenty of time at the disposal of the super- 
intendent and principal, this important knowledge 
may best be gained by frequent visits for the pur- 
pose of carefully inspecting the work. However, 
there are many who are expected to know exactly 
what is being done, yet are kept so busy with other 
duties that they have but little time left for the 
work of supervision. For these, as well as for 



100 THE GRADING OF SCHOOLS. 

others, the ''Record of Work Done'' will prove an 
excellent method of following the work more 
closely than would be possible without some similar 
device. This record should be made out by each 
teacher every two or three months, and should state 
briefly and concisely just what work has been fin- 
ished to the satisfaction of the teacher during the 
time for which the record is made. This record 
should be sent to the principal for his approval. 
After being approved by the principal, the records 
sent by all the teachers should be entered in a book 
provided for that piu'pose. This book should be 
sent to the superintendent for his inspection, that 
he may know just what part of the course has been 
covered by each class. He should satisfy himself 
that no class has received credit for work wdiich has 
not been done satisfactorily. By this means the 
principal can quickly discover any teacher who is 
disposed to pass too hurriedly over important parts 
of the work, and can have the work reviewed before 
injury results from its incomplete, unsatisfactory 
condition. He should also see that the same 
mistake is not made again by that teacher. 
The tests given by superintendent and principal 
should be used to show the proper completion of 
w^ork; they should also be used to broaden the in- 
struction and emphasize the important phases of 
the work which teachers may overlook: but they 



SECURING THOROUGHNESS IN ESSENTIALS. 101 

should not be used as a basis for determining the 
promotion of pupils. As all tests will be only on 
what the teacher claims to have taught thoroughly, 
the very best results may reasonably be expected 
from them. 

^Vhile it is not well to insist upon great 
thoroughness at every point, there are important 
parts in essential subjects upon which too much 
stress cannot w^ell be laid. There are some things 
upon which future progress depends. These, at 
least, should be stamped indelibly upon the minds 
of the children. The failure to locate these im- 
portant points, and drill upon them, has been the 
cause of the majority of failures on the part of those 
who have been passed to advanced w^ork. Every 
teacher of experience knows that a large portion of 
his time is expended in trying to teach what should 
have been thoroughly taught before the pupils were 
admitted to his grade of work. When it is seen 
that the "Record of Work" may be so managed 
under this plan as to make it certain that only those 
who are prepared for advanced work are promoted, 
the importance of it becomes apparent to every 
teacher of experience. 

To show more clearly the f onn of the "Record of 
Work,'' a few^ extracts are taken from the records 
made by teachers of different classes. Though the 
pupils were closely graded at the beginning of the 



102 THE GRADING OF SCHOOLS. 

year, the record proves that, before tliey had been 
in school long, they naturally separated into groups 
which moved at different rates. A consideration 
of such records leads one to wonder that, for many 
years, teachers have been expected to take all over 
the same work in a given time. It mil also show 
the great injustice to the pupils, and the still greater 
injustice to the teachers, many of whom have been 
condemned because they could not accomplish the 
task of making all the pupils of a class seem to 
cover the same amount of the course. That the 
pupils did not do so, is well known to all. How so 
many teachers were able to make it appear that 
they had done so, is not known by many who have 
not worked in the ranks. The terrible strain upon 
the teachers and pupils is appreciated only by those 
who have exhausted devices, patience and energy in 
unmercifully driving some and continually holding 
others back. 

Records of First Year's Work. 

"A Class — Heading: Eighty pages in Funden- 
berg's First Keader; one hundred and twenty -two 
in Swinton's First; one hundred and five pages in 
Lippincott's First Supplementary Eeader. Total, 
about three hundred and fifty pages. 

"B Division— Eighty pages in Fundenberg's First 
Eeader; ninety-six pages in Swinton^s First; forty 



SECURING THOROUGHNESS IN ESSENTIALS. 103 

pages in Lippincott's. Total, two Imiidred and six- 
teen pages. 

"C Division — Sixty-two pages in Fundenberg's 
First. Many of these pupils were out for a time 
with the measles. Others entered dimng the year. 
A few are naturally slow. 

"D Division — Reading from blackboard and a 
few pages from Fnndenberg. Most of the pupils 
in this class were either absent most of the year or 
entered but a short time before the end of the year. 
There are no really dull ones. 

"There are from ten to fourteen in each division. 
Some have changed divisions during the year. 
Being permitted to allow pupils to go as fast as they 
w^ere able has made teaching more of a pleasure 
than it has been at any time during the past twenty 
years. 

"In dumber Work the different divisions fin- 
ished satisfactorily the combinations of numbers to 
ten, eight, and four." 

Records of Another First Year. 

"A Division — Reading: Three hundred and 
fifty-seven pages of different first readers. 

"B Division — Two hundred and seventy-seven 
pages. 

"C Division — One hundred and eighty-three 
pages. 

"The pupils who were not able to keep up with 
the lowest division were sent to a lower class, which 
was opened in January. There were about twenty 



104 THE GRADING OF SCHOOLS. 

changes from division to division, but tliey were 
made in such a way as to help rather than hinder 
my work. 

"In ^nmber Work A Division finished the com- 
binations of nnmbei-s to twelve; the B Division to 
nine; and the C Di\dsion to six. There were twen- 
ty-two pupils in A; eleven in B; and eighteen 
in C' 

Records of First Yearns Work. 

"A Division — Reading: Completed Appleton's 
Primer, Swinton's Primer, Finch Primer, Funden- 
berg's First Reader, and fifty pages of Ward's First 
Reader. 

"B Division — Completed Appleton's Primer, 
thirty-five pages in Fundenberg, and twenty in 
Finch's Primer. 

"C Division — Read from blackboard, and also 
about fifteen pages in Fundenberg's First Reader. 

"Each division contains about fifteen. Advanced 
division was promoted to next grade before end of 
year. I had two additional divisions, but they 
merged into the three in a short time. Seventeen 
pupils gained from two to three months' time." 

Record of Second Year's Work. 

"A Division — Reading: Completed Alternate 
First, formal Course First and McGuffey's Second. 

"B Division — Parts of Alternate First Reader 
and McGuffey's Second. 

"C Division — Parts of Franklin and Alternate 
First Readers. 



SECUEING THOROUGHNESS IN ESSENTIALS. 105 

"A Division — Arithmetic: Rapid addition of 
numbers as high as twenty. Addition, Subtraction, 
Notation and Xiimeration. 

'•'B Division — jSTumbers to fifteen. Addition and 
Subtraction. 

^'Quite a number of the pupils were received 
from the lower classes. A Division contained 
thirty; the other divisions contained eight or ten 
each. Diphtheria kept many out of school and 
when they did return they were not permitted to 
work hard. Some had much trouble with their 
eyes, which were weak after pupils had had scarlet 
fever. Some should not have returned to school 
until they were stronger, but care was taken to 
place them where they would not be injured. 
Without being hurried, the pupils in this class have 
gained one hundred and fourteen months' time. 
Twenty-four have been promoted irregularly, in- 
volving a change of teacher. They have been ben- 
efited by sixty-three reclassifications, which in- 
volved a change in divisions, but no change of 
teacher. Changes were made only when teacher 
and principal found them necessary to keep pupils 
working with those of about equal ability." 

Eecord from Seventh Year's AYork. 

"A Division — Arithmetic: Review of previous 
year's work. Percentage, Interest, Bank Discount, 
Duties, Customs, Taxes, Longitude and Time, 
Ratio and Proportion, Partnership and Square 
Root. 



106 THE GRADING OF SCHOOLS. 

"B Division — Same as A Division, with the ex- 
ception of the last four topics. 

"C Division — Common and Decimal Fractions, 
Percentage, Interest, and Discount. 

'*A Division — Grammar: All parts of Speech 
excepting Participles, Analysis of simple, com- 
pound and complex sentences, and Composition 
Work. 

"B Division — Same as above. 

"C Division — Parts of speech, except verbs and 
participles. Word Analysis of simple sentences, and 
Composition Work. 

"A and B Divisions — Geography: Completed 
the subject and reviewed. 

"C Division-^Completed the subject, but need a 
thorough review. 

"During the past three years fourteen pupils 
have been promoted to advanced work between the 
times for regular promotions; these promotions in- 
volving a change of teachers. Those now in the 
class have had a total of sixty-four reclassifications 
within the same time, but not involving a change 
of teachers. Some have had four or -^Ye reclassifi- 
cations in this time, while others have not had any, 
but have gone along regularly with their own di- 
vision, passing to a new teacher at the beginning of 
each year. During the time those in the class have 
gained over twenty-six years, without any urging. 
The time gained by each pupil varies from tw^enty 
months to one month; and a few have taken the full 
time allotted for the completion of the work." 



SECURING THOROUGHNESS IN ESSENTIALS. lOT 

The above "Records of AVork Done" liave been 
taken at random from the Permanent Records sent 
to the superintendent's office. Two or three hun- 
dred others might be given, but those submitted will 
be sufficient to give a general idea of the character 
of the '''Record of Work Done." Records similar 
to these are made for each subject, so that one can 
easily tell at a glance what work the teacher and 
principal believe to have been finished satisfac- 
torily. 

manage:ment of reviews. 

Most teachers realize the importance of frequent 
reviews, for the purpose of fixing the important 
knowledge in the minds of the children. That 
they are necessary for this is proved by the teach- 
ings of practice, common sense and psychology. 
All must acknowledge that reviews are beneficial,, 
not only because they help the children to recall 
important facts, but also because they find the 
promised reviews strong incentives to more diligent 
work. Most efficient teachers find the reviews in- 
valuable in determining what part of the instruc- 
tion has been of benefit. 

For the purpose of securing thoroughness in the 
essential work, some prefer the weekly reviews, 
while others believe that the desired end is best 
reached by making use of the monthly reviews. 



108 THE GRADING OF SCHOOLS. 

Both of these may be used with good effect by the 
teacher. However, with this plan of grading, the 
monthly review has peculiar advantages. Though 
pupils pass to advanced work whenever ready for it, 
it has been found specially satisfactory to have the 
majority of the changes from teacher to teacher 
take place at the beginning of each school month, 
as at this time all the records of school and pupil are 
begun anew. By having a review of important 
parts of the essential subjects at the beginning of 
each month, pupils not quite up to the work of the 
next higher division, but ahead of their own class, 
can easily take a step forward at this time. As 
they enter at a time w^hen there is a general review, 
it has been found that the new pupils are at once 
lost in the regular divisions, and the teacher finds 
little or no need of giving them special attention. 
This practically dove-tails the w^ork of one division 
into that of the next higher, while the pupils, pass- 
ing from a higher to a lower division, get the re- 
views greatly needed. The majority of the 
changes from teacher to teacher taking place at the 
same time also prevents crowding of any of the 
classes. 

It would not be right to leave this subject with- 
out calling attention to the fact that too often the 
reviews are Avrongf ully used, simply for the pui^pose 
of testino; for the niemorv of words and discon- 



SECURING THOROUGHNESS IN ESSENTIALS. 109 

nected facts. Therefore care should be taken to 
emphasize, in the reviews, only the important facts, 
which are essential to the proper understanding of 
the subject. It should also be remembered that 
while they are valuable as a means of making sure 
of having the work done thoroughly, they are cap- 
able of performing a much higher and more im- 
portant function. They may be so used that they 
will give to all a birds-eye view of each subject, 
that the important details will stand out boldly; 
they should bring all the important ideas of every 
subject into close association, so that every child 
may see the unity existing between the different 
ideas that make up each subject; and they should 
co-ordinate all the important facts so as to form one 
systematic whole. 



Chapter XII. 



MEAI^S OF EXLISTmG THE IXTEKEST OF 
PARENTS AND PUPILS. 

The importance of securing the hearty co-opera- 
tion of parents cannot be emphasized too strongly, 
•nor considered too carefully by those planning for 
the improvement of the schools. While it is true 
that "the teacher makes the school/' yet teachers 
are selected by the members of the Board of Edu- 
cation, who, in turn, are chosen by the people. 
The Board of Education is not likely to advance 
much faster than the sentiment of the community 
will warrant; therefore the importance of making 
sure of the interest of the people, from whom orig- 
inates all authority necessary for the management 
of the schools. The public opinion of interested 
parents is a mighty engine for the up-building of 
the schools. Xot to endeavor to awaken the sym- 
pathy and enlist the co-operation of the parents, 



ENLISTING THE INTEREST OF PARENTS. Ill 

who largely mold and reflect public sentiment, is a 
serious mistake and the cause of manv poor systems 
of schools. It is more than policy to make such en- 
deavor : it is right ; for the parents not only pay for 
the support of the schools, but they have intrusted 
to the schools their children, who are the dearest 
objects of their affections. 

Many realize, in a vague way, the importance of 
having the interest of the parents; more find suffi- 
cient reason for trying to have the kind wishes of 
the members of the Board of Education; but too few 
appreciate the importance of having each pupil feel 
a deep interest in his own advancement and the ad- 
vancement of the class. Without the lively inter- 
est of the children, the work will not be satisfac- 
tory. Then, too, as a means of enlisting the sym- 
pathy of the parents, the interest of the children is 
more potent than any other. Where the interest 
of the children is, the interest of parents is almost 
sure to be. 

Many methods of enlisting the sympathy of par- 
ents and pupils have been suggested, and as many 
more will suggest themselves to thoughtful princi- 
pals and teachers, only a few are mentioned, as be- 
ing typical of devices which may properly be used 
for this purpose. Though the first is not peculiar 
to this plan of grading, it is given for the reason 



112 THE GRADING OF SCHOOLS. 

that, with the others, years of experience have 
shown its great value. 

MONTHLY REPORTS. 

Some teachers think it too much trouble to send 
reports of any kind to the parents. Thus they save 
themselves some work and lose a hundred times 
more benefit, because of the lack of interest on the 
part of the parents and pupils. 'No one can be in- 
terested in that of which they know nothing. If 
the parents and pupils are not kept informed, we 
cannot reasonably expect them to be interested. 
Other teachers send daily or weekly reports, and 
thus make for themselves much unnecessary labor. 
Coming so frequently, these reports are not apt to 
receive the attention to which they are entitled. 
For many good reasons nearly all who give reports 
now send them out monthly. There are many kinds 
of reports which answer the purpose for which they 
are intended. A form of report, which has been espe- 
cially potent in securinjo- the interest of the parents, 
contains the following items of information: The 
grade of work which the pupil is pursuing; the di- 
visions in which the pupil has been during the year; 
the character of the work done in every branch, in 
such a way that the latest report can easily be com- 
pared with the record for each preceding month; a 
general average for each month ; number of cases of 



ENLISTING THE INTEREST OF PARENTS. 113 

tardiness; attendance for each month; mark in ef- 
fort and deportment; explanation of the report; 
places for the signatures of principal, teacher and 
parents; such an address to the parent as will tend 
to emphasize the importance of making a careful 
study of the report and of giving the teacher every 
assistance possible. 

The following is a copy of the address which has 
been used on the report card: 

"To the Parent — The boys and the girls in the 
schools will be the men and women of the future, 
the immortals of eternity. Because of what they 
will be, the responsibility of parents and teacher is 
very great. The affections of the parents, natur- 
ally centering in the welfare of their children, lead 
to a desire that they, the objects of their dearest 
thoughts, may receive the best educational advan- 
tages possible. 

"But no matter how earnestly and persistently 
the teacher tries to help the pupil, the best results 
will not be forthcoming unless there is the heartiest 
co-operation and warmest sympathy between par- 
ents, teachers and pupils. 

"As it is impossible for you to visit the school fre- 
quently, this report is sent that you may know how 
your child is progressing in each study. It will 
enable you to see how the latest compares with all 
previous reports, and is intended to be a complete 
summary of all that pertains to your child's school 
life this year. "Will you not please examine it care- 



114 THE GRADING OF SCHOOLS. 

fully, sign it promptly and act upon the informa- 
tion given? You will thereby greatly help both 
your child and the teacher. 

"Please aid in securing compliance with the rules 
of the school. This is not only necessary for the 
best interests of others, but ready obedience to 
proper authority is a lesson which every child 
should learn. 

"Pupils should not only behave properly, but 
they should acquire the habit of being punctual, 
regular in attendance, studious, kind, courteous and 
neat. They should be taught to think of every ac- 
tion as a moral act, tending to form habits and indi- 
cating and determining moral character. Por the 
sake of their present and future welfare, kindly 
help the teacher in all efforts to secure these and 
other desirable ends." 

CERTIFICATE OF EXTRA PROMOTION. 

Much encouragement has been given to pupils 
by a card showing that they had earned extra pro- 
motions. Movement forward is always acceptable 
to every person; and never more so than to pupils 
interested in their work and to parents solicitious 
for the advancement of their children. Without 
trying it, but few can appreciate the great interest 
aroused by the giving of such cards. As this plan 
of grading makes it easy for pupils to move forward 
at any time, the large majority of the pupils have 
received them, and the enthusiasm of parents and 



EXLISTING THE INTEREST OF PAREXTS. 115 

pupils lias been remarkable. The following is a 
copy of the Certificate of Extra Promotion: 

"This is to certify that, because of the present 

plan of grading and promoting, 

has not only done the work 

required of the other pupils, but has also earned an 
extra promotion. The promotion was from 



to 



Teacher." 

On the reverse side the certificate reads as fol- 
lows: 

"To the Parent — Under the usual method of 
gTading and promoting, your child would not have 
been promoted during the year, but would have had 
to mark time and wait until the other pupils were 
ready to move forward. The plan now used makes 
it possible for pupils to take up advanced work 
whenever ready for it. AYhile great care should be 
taken to see to it that no pupil be allow^ed to go 
faster than he has the mental and physical ability 
to do the work thoroughly, many bright children 
have been ruined mentally and morally by being 
compelled to wait for those who either could not 
do the work or would not do it. Of the 
teacher and principal this plan requires close at- 
tention to each child, and from the superintendent 
extra, unappreciated work, worry and planning. 
Por the pupils it means improved mental habits, 
increased interest and the saving of valuable time; 
and for most of them it means much more educa- 
tion that thev would otherwise receive. I trust 



116 THE GRADING OF SCHOOLS. 

tliat yoii will approve of this plan, and co-operate 
with ns." 



CERTIFICATE OF TIME GAINED. 

Another device, which has proved to be a source 
of great encouragement to pupils, is a small certifi- 
cate showing the time gained by each pupil. It 
has also been a means of interesting the parents in 
all things pertaining to the schools. As, under this 
plan of grading, pupils are penuitted to pass their 
classmates at any time when their advancement 
'warrants it, many soon find themselves far ahead 
of those with whom they would have had to remain 
if it had not been for this provision for reclassifica- 
tion. As most courses of study do not contain 
more than sufiicient work to keep the slower pupils 
busy, a large proportion of the pupils of every 
school would receive these certificates, ^o less 
than ninety per cent of the pupils, who have had 
the opportunity of working under this plan for 
three years, have received these rewards of merit. 
By the records kept, it is easy to tell just how far 
a pupil is ahead of former companions. Once each 
year this record is made out and sent to parents. 
The following is a copy of the certificate used : 

^•'This is to certify that since the present plan of 
grading and promoting was introduced, 



ENLISTING THE INTEREST OF PARENTS. 117 

lias gained months and is that far 

ahead of former classmates. 

Teacher." 

The address to the parent is as follows: 
^'To the Parent — The pupils of every grade differ 
widely in age, in acquirements, in aptitude, in men- 
tal and physical strength, in home advantages, in 
the time of entering school, in regularity of attend- 
ance, and in many other ways affecting their pro- 
gress. Because of these differences many pupils can 
easily finish a given anioimt of w^ork in one-half to 
two-thirds the time it takes others to do the same 
work. Regardless of this indisputable fact, the 
schools all over this country bind together the 
bright and the slow, and by holding back the bright, 
and unmercifully driving the slower ones, force all 
to move at the same pace, not only month after 
month, but year after year, for their whole school 
lives. Believing that this is an outrage upon both 
the bright and the slow, the present plan was put 
in operation that pupils might be able to go just as 
fast as they should, and no faster. 

•"All friends of our schools w^ill be gratified to 
know that the papers of nearly all the large cities 
of this country, from San Francisco to Boston, have 
commended this plan which is in operation in our 
schools. 

"Because of this plan of grading your child has 
been able to gain time mthout being hurried. 
Time which would have been worse than w^asted 
has been used to good purpose, and without being 



118 THE GRADING OF SCHOOLS. 

"urgedj and almost without knowing it, your cliild 
lias gone faster than others. Is this not right? If 
you believe it is, we most earnestly ask your 
friendly aid, that your child may receive even more 
benefit in the future, when greater advantages will 
result from this plan. 

"We hope that you will take a personal interest 
in the public schools, and aid us in securing for our 
boys and girls as good an education as it is possible 
for them to get." 

That this plan does increase the interest of the 
parents has been conclusively proved in many ways. 
That this is recognized by those in the schools is 
shown by many expressions similar to the follow- 
ing, which is an extract from a letter written by a 
principal after three years' experience with the 
method. "It has given pupils a fresh incentive for 
work, the reward being their own personal progress. 
The number of graduates from our school this year 
is more than double that of three years ago, while 
the interest and support of the parents have in- 
creased in about the same ratio." 

Many teachers complain of the lack of interest 
upon the part of the parents. All know that, too 
often, parents manifest no interest, save when they 
come to complain. May it not be because teachers 
have not done their part? With such devices as 
the above, it has been very encouraging to see with 



ENLISTING THE INTEREST OF PAKENTS. 119 

what zeal nearly all parents co-operate wlien tliey 
find their interest is desired and appreciated. 
Quite as gratifying is the beneficial effect upon the 
children. 



Chapter XHL 



LOCATION AXD EEMOYAL OF DAIsTGER 
POmTS IN EACH GEADE. 

In a more or less vague way, every teaclier of 
experience knows tliat, in eacli year's work, but few 
subjects are especially hard for the pupils to master. 
Teachers generally agree that if pupils entering 
each class were only well prepared in the few im- 
portant parts of the essential subjects of the preced- 
ing grades, the task of taking the pupils over the 
required ground would be comparatively easy. 
Coming, as so many pupils do, with a meagre un- 
derstanding of the knowledge upon which they are 
supposed to build, the majority of teachers find it 
absolutely necessary to spend a large part of the 
time trying to patch up the poorly laid foundations, 
preparatory to attempting to build thereon. Some- 
times the mistakes are not discovered until later, 
when an effort is generally made to strengthen the 
weakest points. Many times the pupils are so ut- 
terly deficient in the most important principles, 



DANGER POINTS. 121 

that teachers, in despah', endeaA^or to remove what 
has been taught, that they may rebuild even from 
the base course itself. Many more times the pu- 
pils are permitted to attempt to build npon the 
sand; the educational superstructure falls when put 
to the test; pupils are overwhelmed by the disgrace 
of failure, and discouraged because they know it 
comes in spite of earnest etfort upon their part; 
therefore, convinced that it is useless for them to 
attempt to rebuild, they stop trying; whereas, if 
they had had a proper foundation, they would have 
built a noble temple of knowledge. All their lives 
they suffer because of a lack of what they might 
easily have secured. 

Though nearly all of the failures are caused by 
want of preparation at comparatively few points, 
yet, so far as is known, there has never been an at- 
tempt made to locate these subjects, and parts of 
subjects, which cause the majority of failures in 
each grade. If possible, even less has been done to 
point out the danger points in each subject. 

This chapter is written for the purpose of calling 
attention to this very important matter, and for the 
purpose of suggesting a few points to which it will 
be well to give special consideration. Attention 
having been called to the matter, each teacher and 
principal will be able to locate additional points of 



122 THE CtRADING OF SCHOOLS. 

difficulty in tlieir own courses of study, better than 
they can be pointed out to tliem by otliers. 

The conclusions, as to wliicli are the most diffi- 
cult subjects, were not readied without having suf- 
ficient data on which to base the inferences. To 
determine the subjects which give the most trouble 
to teachers and pupils, the records made by between 
fifteen and twenty thousand pupils, of different 
grades, were studied carefully. To discover the 
points where the most trouble arises, manv teachers 
of every grade were consulted. In spite of this 
fact, every principal and teacher should make con- 
firmatory tests and be on the lookout for other 
danger points in each subiect. When they have 
once been discovered, the teachers will easily re- 
move them by giving them special attention and by 
following the individuals closely at these points. 
In the hope that they will be helpful to inexperi- 
enced teachers, a few suggestions are given as to 
methods of helping pupils over some of these trou- 
blesome places. 

FIRST YEAR. 
Arithmetic. 

Danger Points: Hardest combinations from 
one to ten. Abstract combinations. Writing and 
reading numbers that look or sound alike. Devel- 
opment of clear ideas of nmnbers. Use of the 
signs. 



DANGER POINTS. 123 

Suggestions: Concrete and abstract problems 
by teacher and pnpil. Pnpils in tliis grade require 
repeated drill in every step from tlie formation of 
figures to the combinations of numbers. 

Reading. 

Danger Points: Combinations of sounds. 
Recognition of words in script and print; especially 
those similar in appearance as: this, that, these, 
there, etc. Ability to recognize new words. 

Suggestions: Phonic drill. Practice on col- 
umns of words. Special attention to articulation 
and expression. Give the pupil time to read the 
sentence to himself, in order that he may get the 
thought. Prom the beginning make an effort to 
secure expression in reading. 

SECOND YEAR. 
Arithmetic. 

Danger Points : Difficulty is found in applying 
combinations and recognizing the same combina- 
tions, no matter in what form they appear, dota- 
tion and numeration. "Work in parts of wholes and 
relation of one to the other. In subtraction, bor- 
rowing and paying back. 

Suggestions: Give pupils examples and ques- 
tions in every conceivable way, so that they may 
become familiar with the form and number, and be 
able to recognize it under all conditions. Drill at 
the board by mental w^ork, and by cards containing 
combinations with or without answers. Oral ex- 
amples and explanatory board work is the best way 



124 THE GRADING OF SCHOOLS. 

to make borrowing and paying back, in subtraction, 
understood. 

Iieading. 

Danger Points: Ability of pupil to read under- 
standingly and with expression. Recognition of 
similar words. Joining tlie article to the noun. 
Combinations of sounds and letters, and clear enun- 
ciation should have attention. Sounds of letters. 
Recognition of words at sight. 

Suggestions: Be careful about words that look 
much alike, as, how, who, then, them, this, the, etc. 
Drill is very important here. Write the words iii 
columns on the board, and let each child read one 
or more words. Give them for spelling lessons, 
and dictate them to pupils for writing. Expression 
may be secured by questions, comparisons, sugges- 
tions, informal talks and use of objects and pic- 
tures. Enunciation is aided by drill in phonics. 
ECave children read silently one line, or to a period, 
before reading audibly. Have the most difficult 
phrases written on the board and read by class till 
difficulty is removed. The hard words should be 
spelled by sound before lesson is read. Have the 
best reader read the difficult passage, so that expres- 
sion is noticed, which latter is also aided by "talking 
it" and by asking questions. 

THIRD YEAR. 

Arithmetic. 

Danger Points: Second step in subtraction. 
Rapid work. The sevens, eights and nines in mul- 



DANGER POINTS. 125 

tiplication. The use of the cipher in subtraction 
and multiplication. Division where naughts occur 
in quotient. Kelative size and value of numbers; 
children not seeing readily that 2000 cannot be sub- 
tracted from 1989. Xotation and numeration. 

Suggestions: Board work. Kapid addition. 
Dictation. Drill in subtraction and multiplication 
tables. Place figures on board, using each in turn 
as multiplier. Individual work at board. Many 
examples using cipher. 

Reading. 

Danger Points : To read readily at sight. Ex- 
pression. Articulation, particularly final conson- 
ants. Difficulty in recognizing words similar in 
form, as though, through, thought, thorough. 

Suggestions: To enable children to recognize 
words easily, take the difiicult words in the lesson 
and write them on the board, and have pupils read 
them. Also teach the equivalent sounds of letters ; 
divide words into syllables, teach formation of de- 
rivatives from primitives, and compound from sim- 
ple words. For articulation, drill on the oral ele- 
ments. Give much practice on words. 

FOURTH YEAR. 

Arithmetic. 

Danger Points: In long division, subtracting 
from dividend and comparing remainder with di- 
visor. The cipher in multiplication and subtrac- 
tion. Papid addition. Few hardest of the forty- 
five combinations. In subtraction, the alternate 



12G THE GRADING OF SCHOOLS. 

borrowing, and use of cipliers in minuend. Dollar 
sign and point in United States money. JS^otation 
of number where ciphers are needed. Thorough- 
ness in fundamental rules. 

Suggestions: Constant drill on hard parts. 
Itequire pupils to add columns of figures; beginning 
with short columns with small figures. Gradually 
increase till they become ready and rapid in com- 
putation. Give little problems that require 
thought. Kequire quick mental work on line, hav- 
ing pupils pass above and below each other. 

Reading. 

Danger Points: Articulation and expression. 
Pronunciation of final consonants. Clear tones 
and easy recognition of the words. Good under- 
standing of the thought. 

Suggestions : Children having defects in articu- 
lation should be show^n the proper position of the 
vocal cords. To aid expression, one pupil should 
be selected each day to read the lesson to the whole 
class. Teacher may call for difficult words and 
write them on the board. Pupils may compose 
sentences containing them. Three or four easy 
readers should be used, rather than to hurry pupils 
to difficult words. 

Language. 

Danger Points: Dictated sentences, letter wri- 
ting. Use of new words in original sentences. 
Use of Period. The dot over "i" and "j." "I" 
as a capital. Avoidance of "and'' in reproduction 
stories. Possessive forms. Use of capitals at be- 
ginning of sentences. 



DAXGER POINTS. 127 

Suggestions: Give sentences in wliicli a child 
can easily grasp the thought. Don't make him 
write words that mean nothing to him. Try to 
make letter-writing interesting and easy. Require 
pupils to form sentences orally, using the follomng 
analysis: "I first think about something; I use 
words to express my thoughts; as 'The tree grows.' 
These words express a thought and it is called a 
sentence." Dictate sentences daily, correct the 
papers and return, having pupils rewrite correctly. 
Read a story to the class, and have pupils bring in 
the reproduction from memory. Correct, as far as 
sensible, the frequent errors of speech. 

FIFTH YEAR. 

Arithmetic. 

Danger Points: Division and multiplication of 
fractions. Reduction of answers. Special atten- 
tion to subtraction when fraction below exceeds 
that above. Long division, when ciphers occur in 
the quotient, and multiplication, when ciphers occur 
in multiplier. Tinding trial divisor in long division. 
Reduction, ascending in denominate numbers. 
In division of decimals, trouble with pointing off 
the correct number of decimal places in the quo- 
tient. Decimal point very often forgotten. Spe- 
cial attention given to subject of mixed numbers 
when it is necessary to borrow from whole number. 

Suggestions: Decimal point best developed by 
dictating all examples, and by constant drill work. 
In subtraction of fractions, first reduce to improper 
fractions, then, after making the denominators com- 



128 THE GEADING OF SCHOOLS. 

moil, and subtracting the numerators, reduce to 
mixed numbers, if necessary. Constant drill and 
review secure improvement. All mistakes should 
be corrected by the pupils, if possible, and rewrit- 
ten. Thorough explanation of principles and 
methods. ^luch practice. 

Grammar. 

Danger Points: Ability to write and speak in 
clear, simple and correct English. To recognize 
the parts of speech. Use of is and are, was and 
were, etc. Use of quotation marks. Punctuation 
and use of capitals. Proper use of imperfect tense 
of such verbs as saw, did, etc. Formation of singu- 
lar and plural possessives. Abstract nouns. 

Suggestions: In order to distinguish parts of 
speech, let pupils select parts of speech in the read- 
ing lesson. Drill on words pronounced alike, but 
spelled differently. Try to avoid having pupils 
spoil simple intelligent language by an attempt to 
use set rules and grammatical terms. All written 
work should be preceded by oral work. Special at- 
tention given to errors. 

SIXTH YEAR. 
Arithmetic. 

Danger Points : Division of fractions. Correct 
use of the decimal point. Multiplication and divis- 
ion of compound numbers. Rapidity in notation 
and numeration of decimals. Peduction of deci- 
mals to common fractions. 

Suggestions: Drill at the board on dictated 



DANGER POINTS. 12^ 

work. Constant practice in numbers in wMcli 
ciphers appear. Daily drill on some one weak 
point of class, gi\"ing one example, if no more time 
can be taken from class work. Explanation of 
errors. Varying examples, using the same princi- 
ple. Simple examples made by class and teacher. 

Grammar. 

Danger Points: To teach children to express 
themselves accurately and clearly. Cases of pro- 
nouns. Complex sentences. Forming possessive 
case of nouns properly. Paragraphing. Good ex- 
pression in original work. 

Suggestions: Drill on fewer points. Have 
much oral work. 

SEVENTH YEAR. 
Arithmetic. 

Danger Points : Finding base, rate, and percen- 
tage. Use of decimal point. Division of deci- 
mals. Accurate work in common and decimal 
fractions. Accuracy in fundamental rules. 

Suggestions: Constant drills at danger points. 
Mistakes pointed out, and the errors corrected by 
the pupil. Have pupils criticise their own work 
and work of other members of the class. Drill on 
that part of review work where pupils are most 
deficient. 

Grammar. 

Danger Points: Conjugation of verbs. Con- 
struction of simple sentences. Formation of 
plurals and possessives. 



180 THE GRADING OF SCHOOLS. 

Suggestions: Use of word in reader. Teack 
each case separately and drill. Have pupils con- 
struct sentences. Lesson on blackboard. Have 
conversation lessons to help in language. Have 
pupils criticise their own work and the work of the 
class. Drill in finding object and attribute. 
More attention to building of simple sentences. 

EIGHTH YEAR. 
Arithmetic. 

Danger Points: Practical Avork in common 
fractions and percentage. Accuracy and ability to 
work more readily with common and decimal frac- 
tions. Accuracy in four fundamental rules. 
Finding interest at any other rate than six per cent. 
Fractional and decimal parts of denominate num- 
bers. 

Suggestions: Subject to be thoroughly ex- 
plained. Much blackboard work. Let pupils ex- 
plain their work. Have pupils draw figures in 
mensuration. Continued practice to keep pupils 
proficient. Oral work. Thorough review of all 
important parts passed over, giving special atten- 
tion to danger points in each case. 
Grammar. 

]^anger Points: Producing clear and well- 
formed sentences. Parsing. Construction of sen- 
tences. Participle and verb. Case of pronouns. 
Irregular verbs. Possessive case. Lack of 
fluency. 

Suggestions: Original compositions. Change 
compound sentences to complex. Drill in making 
sentences throughout the year. 



Chapter XIV. 



i^umber of diyisioxs ais^d basis of 
classificatio:n^ in each grade. 

Ha^dng fixed upon the essential subjects and the 
danger points in each grade, the question as to the 
number of divisions becomes an important one. 
Great care must be taken to make the divisions 
needed, and, at the same time, to have no more than 
a teacher can handle satisfactorily. At no time 
should there be more divisions than are required to 
meet the needs of the pupils and the demands of 
proper instruction. Extra divisions should be 
made when necessary, and should not be continued 
longer than they are needed. The greatest care 
must be taken with the sequential subjects — those 
in which future progress is dependent upon what 
has been learned. 

For a time there were many who advocated a 
separate classification for each subject. This had 



132 THE GRADING OF SCHOOLS. 

the advantage of an exact adaptation of studies to 
the wishes of the pnpils, if the teacher was able to 
make the division; yet, where tried, it did not 
prove satisfactory, ^ot only did it cause a great 
waste of time, but it encouraged the giving of spe- 
cial attention to particular subjects; though all 
agreed that the end desired was a well-rounded cul- 
tivation. 

The great difficulty in properly managing the 
manifold classification soon led most to favor a 
three-fold division, based upon reading, aritlmietic 
and mechanical subjects. It was found unneces- 
sary to retain the last, so that the only separate clas- 
sification was made with reading and arithmetic as 
the basis. The necessity of having all pupils of 
each grade reach a given level, in all subjects, by a 
certain time, has now led to the universal adoption 
of the single basis of classification. This was done 
that pupils might make the same progress in all sub- 
jects of the grade. The principal advantages of 
this method lie in its simplicity and its prevention 
of a one-sided development. 

Under the plan of grading herein explained pu- 
pils may be placed in different divisions tempora- 
rily; but before the end of the term it has been 
found best to have all in one or other of the divi- 
sions, in all of the essential or promotion subjects. 
In hundreds of cases when pupils were disposed to 



DIVISIONS AND CliASSIFICATIONS. 133 

neglect certain work which was distasteful to them, 
they have shown great energy in doing what they 
thought they conld not do; nntil it was discovered 
that their remaining in advanced divisions in their 
favorite subjects was dependent upon the accom- 
plishment of certain work in other lessons. 

The number of divisions in each grade will be 
largely determined by the number of pupils in the 
grade. In a school having two grades to a class, 
the pupils cannot be as accurately classified as in 
those schools having one or more classes of about 
the same grade. In short, it may be said, that, 
other things being equal, the larger the number of 
pupils attending any school the easier it will be to 
secure an accurate classification of pupils. 

Where there are two or more grades in each 
room, the only practical method is to divide them 
into three or four divisions in each of the most im- 
portant subjects. In buildings having two or more 
rooms of the same grade, sufiiciently accurate classi- 
fication may often be secured by having but two or 
three divisions in each of the essential subjects. 
However, it should be remembered that teachers 
who have heretofore had but one class will natu- 
rally be strongly in favor of having as few divisions 
as they are permitted to have. 



134 THE GRADING OF SCHOOLS. 

BASIS OF DIVISION. 

Another important tiling wliicli the practical 
teacher will wish to know is, upon what basis the 
division should be made. Shall it be made upon 
reading, up«n arithmetic, upon grammar? or, will 
it be found best to make two or more of the subjects 
mentioned, the basis ? These and many other simi- 
lar questions naturally arise in the consideration of 
this important problem. 

Under this plan of grading, two or three of the 
important subjects of each grade are given much 
consideration, but arithmetic is generally made the 
basis of the classification. Experience has proved 
that it is best to give this subject the greatest 
weight, in spite of the fact that there are other 
equally or more important sequential subjects in 
some grades. In most parts of arithmetic, further 
progress is entirely dependent upon what has been 
previously learned. Without a knowledge of addi- 
tion, the pupils cannot understand multiplication, 
nor can they have a proper conception of subtrac- 
tion and division. Thus, all through this subject, 
successful advancement is largely dependent upon a 
thorough understanding of what has preceded. 
This is also true, to a certain extent, of reading, in 
the low^est grades, where it is the most important 
subject. However, reading is mostly a matter of 
corrected practice, and the desired end may be best 



DIVISIONS AND CLASSIFICATIONS. 135 

reached by having the pupils recite frequently and 
in small groups. While special consideration 
should be given to this subject, as a basis of division 
in the first three years, it will be acknowledged by 
most that it is far easier to coach backward children 
in reading than in arithmetic. In the advanced 
grades much weight should be given to grammar 
as a basis of division, for, as generally taught in the 
highest gTades, this is distinctively a sequential sub- 
ject. Reading (except in the lowest grades), geog- 
raphy, history, spelling, writing, physiology, and 
drawing are not subjects in which progress is neces- 
sarily dependent upon thoroughness in the preced- 
ing parts of the subject. 

As before pointed out, the number of pupils in 
any given year's work, and other varying condi- 
tions, greatly influence the classification. How- 
ever, experience has proved it quite satisfactory to 
divide somewhat as follows in the several grades: 

First Year. Two or three divisions in number 
work, and three in reading. Before the end of the 
year it will generally be found best to make an ad- 
ditional division in one or both of these subjects. 
Though it seems best to make ai'ithmetic the di- 
vision subject in the several grades, it should not 
be forgotten that reading^ together with what is in- 
cluded in that lesson, is the most important work of 
the first two or three years. The great majority of 



136 THE GRADING OF SCHOOLS. 

teachers have found it best to give great weight to 
reading as a basis of classification in the first year. 
However, by the time for promotion, it will gener- 
ally be l^est to have each pupil in the same division 
in both subjects. Divisions for the purpose of reci- 
tation may be made as the teacher thinks advisable. 

Second Year. Three divisions in number work, 
and three in reading. These will generally be 
found sufficient, though additional divisions should 
be made when necessary to the accurate grading of 
the pupils in these branches. Many teachers favor 
more divisions, but experience proves that, except 
in special cases, more are not needed. In other 
subjects divisions may be made for the purpose of 
recitation. 

Third Year. Three divisions in arithmetic, and 
three in reading, and two divisions in language. 
Divisions in other subjects should be made for the 
purpose of recitation, but not necessarily on ability, 
as in more important branches. 

Fourth Year. Three divisions in arithmetic and 
two or three in reading. It may be satisfactory to 
have all read about the same lessons, but for the 
purpose of recitation there should be two classes. 
There should also be two divisions in language 
work. Many teachers prefer to divide in other 
branches, that they may have smaller classes to in- 
struct and test orally. 



DR'ISTOXS AND CLASSIFICATIONS. 137 

Fifth Year. Three divisions in arithmetic and 
two in language and geography. The divisions in 
geography may do about the same work, but they 
shoukl recite separately. Thus explanations and 
instruction may be given to all at the same time. 

Sixth Year. Two or three divisions in arith- 
metic, and two divisions in language, grammar and 
geography. In grammar and geography both di- 
visions may generally take the same instruction 
and the same lessons, but the class should be di- 
vided for the purpose of recitation. Some teach- 
ers have found it beneficial to divide in history, for 
the purpose of having smaller classes. 

Seventh Y'ear. Two or three divisions in arith- 
metic and two divisions in grammar, history and 
geography. Division in geography and history 
may be for purpose of recitation. 

Eighth Y^ear. Same as in preceding year. 

In all subjects where division is urged, the di- 
vision should be upon the basis of ability. In 
those subjects where division is optional, the divi 
sion may be made arbitrarily, without regard to the 
advancement and ability of the pupils. 

Some very good educators believe that pu-nils 
should be divided according to ability in all sub- 
jects, and advance equally in all; but experience 



13S THE GRADING OF SCHOOLS. 

has proved the vahie of giving special attention to 
the more important branches. 

The fact that nearly all of the failures are in 
one or two of the important subjects of each grade, 
leads to the belief that more care should be given 
to these subjects. When examined closely, it will 
be found that there are but a few danger points in 
each. For this reason, this plan of grading pro- 
vides for instruction by divisions in these subject^; 
in order that the teacher may come into close con- 
tact with each pupil and have certain knowledge of 
what each knows of every important subject. It 
also provides for individual testing and individual 
instruction at those places which experience proves 
to be the most difficult parts for the pupils to un- 
derstand. 

By group and individual teaching and testing,, 
the teacher comes into close contact with the chil- 
dren and thus learns many things concerning them 
which otherwise would never be discovered. 
Marked differences in ability to grasp subjects; the 
differing periods at which the faculties begin to act 
with considerable power; tlie kind of instruction 
best suited to peculiar characters and tempera- 
ments; the effects of study on the health; the men- 
tal, moral and physical deficiencies and superiori- 
ties; the home environments, determining the kind 



DIVISIONS AND CLASSIFICATIONS. 139 

of work which may be reasonably expected from 
each: These and many other important facts the 
teacher may best learn by following the pupils in 
the small divisions and as individuals. 



Chapter XV. 



PEOGEAMS FOE EACH GEADE. 

All must acknowledge that one of the primary 
requisites of a successful school management is a 
good program, for without it the work would be 
chaotic. ;No teacher can possibly do efficient work 
unless she works under a well considered and care- 
fully arranged program. Such a program will not 
only make teachers and pupils systematic, but it 
will save much time and make all school work more 
effective. As a means of securing satisfactory re- 
sults, it is invaluable. It is also of great moral 
value, because of its potent influence in developing 
habits of order, regularity and attention to the work 
in hand. 

Thoughtful educators agree that the ability to 
make a good program is a fair criterion by which 
the success of an experienced teacher may be 
judged. Nowhere is there offered a better oppor- 
tunity for the display of a knowledge of the funda- 
mental principles of education. Upon many points 



PROGRAMS FOR EACH GRADE. 141 

there will ahvays be room for a difference of opin- 
ion; however, the following suggestions mil be ac- 
cepted by most as correct in principle. The program 
should provide a place for all regular school work, 
and no study should receive more than its share of 
time and attention. A definite time should be in- 
dicated for the preparation of most of the lessons in 
school, under the direction of the teacher. Studies 
requiring most mental effort should come in the 
morning and at other times when the mind is most 
active. Studies employing different faculties 
should follow each other, for here, as elsewhere, "a 
change of labor is rest." Writing and drawing 
should follow book study, but never physical exer- 
cise of any kind. Physical exercise, w^ork at 
board, and other school work involving change of 
position, should follow lessons permitting but little 
movement. All through the program there should 
be a pleasing variety. Recitations should be short 
and classes small, instead of the opposite. In the 
primary grades the recitations should be short and 
frequent. As pupils get older the length may be 
increased and the frequency decreased. 

SILENT WORK. 
So much valuable time is wasted in so-called 
^'busy work" that it seems important to emphasize 
the importance of proper silent work. 



142 THE GRADING OF SCHOOLS. 

A large portion of tlie time in scliool cannot be 
spent in the recitation. It is best that it should be 
so, for, except in the highest grades, nearly all of 
the preparation for recitation shonld be made in 
school. Home work and silent work, for all grades, 
shonld be for the purpose of fixing firmly in the 
mind the truths brought out in the recitation, or for 
the purpose of preparing for the recitation by 
means of suitable tasks. The planning for thi& 
silent seat work is one of the most important parts 
of every teacher's work. 'No one thing is more 
vital to successful management and discipline. 
Left alone, the pupils will not only keep busy, but 
they will also keep the teacher more than busy. 
But they must be kept busy upon such silent work 
as will either prepare them for the recitation or sup- 
plement it. To do this demands careful planning, 
but it is one of the most important parts of a teach- 
er's preparation. The failure to realize this is one 
of the most potent causes of the downfall of the 
majority of those not succeeding. While the care- 
ful planning of the seat work is of so great impor- 
tance in every school, it is especially so with this 
plan of grading, under wdiich much time in school is 
given for the preparation of lessons. 

No program can be made to suit all conditions. 
Therefore, no teacher should force any school to fit 
a given program; but the effort should be made to 



rROGRA:^IS FOR EACH GRADE. 143 

make a program which will meet the conditions ex- 
isting. However, to give a general idea of the 
method of managing the divisions under this plan 
of grading, a partial program is given for the dif- 
ferent grades. Generally only that part of the 
program is given which is a requirement of this 
plan of grading, for the reason that it is believed to 
be best not to interfere w^ith the teacher more than 
is necessary to meet the demands of the plan. 

Some teachers of the primary grades prefer to 
have reading before the arithmetic ; but after much 
hesitation arithmetic has been placed first, for the 
reason that experience has proved this an'angement 
most satisfactory. The having of certain impor- 
tant branches at about the same time in all grades 
makes it easy for pupils who are not quite up to the 
lowest division of the higher grade to recite with 
the highest division of their own class, and also the 
lowest division of the next higher grade, without 
losing a recitation in any other lesson. It makes it 
possible to dovetail the w^ork of one grade into that 
of another, so that pupils may easily pass from one 
class to another without omitting any important 
work. 

It is also an important help to have the lower 
divisions listen while the next higher division is 
receiving instruction. When pupils are but a short 
distance behind others, it is wonderful how much 



144 THE GRADING OF SCHOOLS. 

they will learn from following closely the recita- 
tions. Some who have worked in the imgraded 
school realize this in a vague way, but none who 
have not tried this or a similar method will be able 
to even faintly appreciate the ease with which chil- 
dren learn from other children. Care should be 
taken to see that pupils are following closely, and 
when the work is such that they cannot be benefited 
by attending to the recitation they should be given 
other work. 

Each session one period is saved for the purpose 
of giving attention to the special needs of individual 
pupils. This is very important. It will not do to 
say that much of the teacher's work is given to 
helping the individual, and, therefore, this is un- 
necessary. At this time the teacher should answer 
questions which arise in the work, and endeavor to 
help each pupil who needs assistance. This time 
should also be made use of to see to it that every 
pupil fully understands the perplexing parts of the 
work already covered. There are but few of these 
points in each grade, and by a proper use of this 
special period no teacher need be ignorant of what 
the pupils really know about the work at the danger 
points. 

PROGRAM FOR FIRST YEAR. 

Perhaps the hardest program to arrange satisfac- 
torily is that for the first year, as pupils are so 



PROGRAMS FOR EACH GRADE. 145 

young that it is difficult to keep them busy without 
the constant supervision of the teacher. The fol- 
lowing program is given as suggestive to those who 
are working in this grade. 

MORNING. 

First Period. Opening exercises, memory 2'ems, 
morals and manners, for all divisions. 

Second Period. A Division — Arithmetic. B 
Division — Attention to those reciting, if they can 
be benefited; if not, they may be given slate work. 
C Division — Busy work. 

Third Period. Calisthenics for all. 

Fourth Period. A Division — Written work. B 
Division — Arithmetic. C Division — Attention to 
division reciting, or varied slate work. 

Fifth Period. Writing for all, or recess. 

Sixth Period. Drill in phonics or other work 
preparatory for reading for all. 

Seventh Period. A Division — Reading. B Di- 
vision — Attention to class reciting. C Division — 
Writing numbers. 

Eighth Period. A Division — Writing new 
words in advanced lesson. B Division — Beading. 
C Division — Attention to division reciting, or busy 
work. 

!Ninth Period. Marching or calisthenics for all. 

Tenth Period. A Division — Same as last period. 
B Division — Writing of words in advanced lesson. 
C Division — Beading. 



146 THE GRADING OF SCHOOLS. 

Eleventh Period. All busy with slate work, 
that the teacher's entire attention may be given to 
individual needs. 

AFTERNOON. 

First Period. A Division — Keading. B Di- 
vision — Attention to recitation, or slate work. C 
Division — Same. 

Second Period. A Division — Slate work. B 
Division — Reading. C Division — Attention to 
recitation or busy work. 

Third Period. Marching or calisthenics for all. 

Fourth Period. A Division — Same as last, busy 
work, or writing new words. B Division — Writ- 
ing word? of new lesson. C Division — Beading. 

Fifth Period. Silent work of some kind for all, 
that the teacher may be free to give attention to 
any needing special help. This will give an oppor- 
tunity to pupils to ask questions, without interrupt- 
ing during recitations. 

Many will at once say that it is not possible to 
have so many recitation periods each day; but such 
are mistaken. With recitation periods about fifteen 
minutes in length, the above takes but two hours 
for the two most important subjects, and leaves 
three hours for the less important branches, and for 
additional divisions wherever needed. As few 
teachers will have any trouble in placing other sub- 
jects, it is not thought necessary to mention them. 



PROGRA^IS FOR EACH GRADE. 141 

PROGRAM FOR SECOND YEAR. 
MORNING. 

First Period. Opening exercises, memory gems, 
morals and manners, for all divisions. 

Second Period. Easy mental problems for all. 

Third Period. A Division — Arithmetic. B 
Division — Attention to recitation or written work 
in arithmetic. C Division — Writing names and 
ngnres. 

Fonrth Period. A Division — Written work in 
arithmetic. B Division — Arithmetic. C Divi- 
sion — Attention to division reciting, or silent work. 

Fifth Period. A Division — Same as last period. 
B Division — AYritten w^ork in arithmetic. C Di- 
vision — Arithmetic. 

Sixth Period. Calisthenics for all. 

Seventh Period. All busy with silent work, that 
the teacher may give entire attention to helping in- 
dividuals. Pupils who have questions to ask con- 
cerning any part of the work may well ask them at 
this time, Avhen they will not interrupt recitation. 

Eighth Period. Recess. 

Xinth Period. A Division — Reading. B Di- 
vision — Attention to recitation or study reading. 
C Division — Written work from board. 

Tenth Period. A Division — Writing words of 
new lesson in reading, or written work from the 
board. B Division — Reading. C Division — At- 
tention to the recitation or study reading. 

Eleventh Period. A Division — Study reading, 



14S THE GRADING OF SCHOOLS. 

write new words, or Roman numbers. B Division 
— Same. C Division — Reading. 

AFTERNOON. 

First Period. Easy supplementary reading for 
all divisions, if possible. C Di\dsion may follow 
others and learn what they can. 

Second Period. A Division — Language. B 
Division — Same. C Division — Attention to reci- 
tation or silent work. 

Third Period. A Division — Silent work. B 
Division — Same. C Division — Language. 

Fourth Period. All busy with silent work of 
some kind, that teacher may attend to needs of in- 
dividuals and. see that difficult points in lessons are 
comprehended by all. 

With recitations from fifteen to twenty minute? 
in length, about two hours will be used for arith- 
metic and reading. The remaining three hours 
may be used for an extra division, wherever needed, 
and for the other branches. 

PROGRAM FOR THIRD YEAR. 
The program in this grade may be about the 
same as in the second year, though the pupils can 
do much more silent work. They may also be 
graded a little more closely in language, if this 
branch is taken separately. With recitations about 
twenty minutes in length, this will still leave almost 
three hours for the less important branches. 



PROGRAMS FOR EACH GRADE. 140 

Pupils should be followed very closely in this grade, 
to see that each one is thorough in the essential 
parts of the work. If the time can be spared, it 
Vv^ill prove beneficial to make the periods for indi- 
vidual instruction longer. If pupils fall behind 
those in the lowest division in arithmetic or read- 
ing, they should be placed in separate divisions 
until they are able to w^ork with one of the regular 
divisions. It will often be found advantageous to 
have pupils recite with the lowest division when 
that division is reviewing the portion of the work 
in which they are deficient. This they may easily 
do and still retain membership in their regular di- 
vision. 

PROGRAM FOR FOURTH YEAR. 
:MOR]SriNG. 

First Period. Opening exercises as in preceding 
grades. 

Second Period. A Division — Arithmetic. B 
Division — Attention to recitation or preparation of 
lesson in arithmetic. C Division — Prepare lesson 
in arithmetic. 

Third Period. A Division — AVork in arith- 
metic. B Division — Recite arithmetic. C Divi- 
sion — Attention to recitation or same as last period. 

Pourth Period. Calisthenics for all. 

Pifth Period. A Di\'ision — Study reading. B 
Division — Same. C Division — Recite Arithmetic. 



150 THE GRADING OF SCHOOLS. 

Sixth Period. Recess. 

Seventh Period. A Division — Recite reading. 
B Di^^sion — Same, if the two divisions do not make 
too large a class. C Division — Study reading or 
give attention to recitation. 

Eighth Period. A Division — Study language. 
B Division — Same. C Division — Recite reading. 

Mnth Period. Silent work for all, that teacher 
may give assistance to individuals needing help in 
any subject. 

AFTERNOON. 

First Period. A Division — Recite language. 
B Division — Same. C Division — Study. 

Second Period. A Division — Study. B Divi- 
sion — Same. C Division — Recite language. 

Third Period. Study of geography by all, un- 
der direction of teacher. 

With the exception of the subjects mentioned, it 
will not generally be found necessary to have pupils 
in this grade separated into small divisions. How- 
ever, many teachers prefer to divide in most of the 
subjects for the purpose of recitation. 

progra:m for fifth year. 

jMORNING. 

First Period. Opening exercises. 

Second Period. A Division — Recite arithmetic. 
Other divisions study. 

Third Period. B Division — Recite arithmetic. 
Other divisions study. 



PROGRAMS FOR EACH GRADE. 151 

rourtli Period. C Division — ^Kecite aritlimetic. 
Otlier divisions study. 

Fifth Period. All busy witli assigned work, tliat 
teacher may give aid to those needing help at par- 
ticular points. 

Sixth Period. Eecess. 

Seventh Period. A Division — Kecite language. 
B Division — Study. 

Eighth Period. B Division — Recite language. 
A Division — Study. 

The rest of the program may be arranged as 
thought best. There should be two divisions in 
geography. Pupils may generally work together 
in other branches of this grade. With recitations 
about twenty minutes in length, plenty of time will 
be left for other subjects. 

PROGRAMS FOR SIXTH, SEVENTH AND EIGHTH 

YEARS. 

MORNING. 

First Period. Opening exercises. 

Second Period. A Division — Arithmetic. B 
Division — Study. 

Third Period. A Division — Study. B Divi- 
sion — Arithmetic. 

Fourth Period. Some restful exercise. 

Fifth Period. Study of such character as will 
keep all busy, that teacher may devote entire atten- 
tion to assisting individuals. 

Sixth Period. Recess. 



152 THE GRADING OF SCHOOLS. 

Seventh Period. A piyision — Recite language 
or grammar. B Division — Study. 

Eighth Period. A Division — Study. B Divi- 
sion — Recite language or grammar. 

The rest of the program may be arranged as 
seems best. It will generally be found best to have 
the class divided in geography and history. Some- 
times the division may receive explanations at the 
same time, if they are working in the same part of 
the subject; but even in this case better results will 
be secured by having each division recite separ- 
ately. Recitations may be about twenty-five min- 
utes in length. 



Chapter XVI. 



MEAXS OF KEACHIXG THE IXDIYIDUAL 

A^S^D HELPING THE EUTUKE 

TEACHERS. 

The importance of following closely the individ- 
ual pupil has already been emphasized, and atten- 
tion has been called to the fact that no plan will 
answer the demands of the present age, unless it 
conserves the interests of the individual without in- 
terfering with the rights of the majority. 

It should be remembered that a satisfactory 
method of grading must secure the principal advan- 
tages of individual teaching and yet retain the 
many benefits of class instruction. While provi- 
ding suitable work for the class, it must also make it 
easy for the pupils to pass from one class to another, 
so that the work at all times may be fitted to the 
rate of progress, stage of development, and char- 
acter of attainments of each individual. How, 
imder this method, this much desired end may be 
appreciably approached, if not fully attained, may 



154 THE GRADING OF SCHOOLS. 

have already appeared to the thoughtful reader. 
However, to obviate the necessity of re-reading, sev- 
eral means which this plan offers of getting closer 
to the individuals are mentioned. It is hoped that 
they will make plain the fact that reaching the in- 
dividual is not only very important, but is also quite 
feasible. 

REACHING THE INDIVIDUAL IN THE CLASS. 

As the pupils under each teacher are accurately 
classified according to their abilities and their at- 
tainments, it follows that in the less important sub- 
jects the instruction given to all will be suited to 
each individual. Therefore, this will enable the 
teacher to make the instruction beneficial to every 
pupil in the class. This the teacher cannot do as 
schools are generally graded, for in almost every 
school there are many who cannot be benefited by 
much of the instruction. 

Even in the less important subjects the pupils are 
often divided into groups for the purpose of oral 
testing, so that thus each is met by searching ques- 
tions upon the important parts of the subject. 

REACHING THE INDIVIDUAL IN THE GROUP. 
In the more important branches the pupils are 
divided into small gToups for the purpose of in- 
struction, drill, and testing. Here, in the smaller 
divisions, the teacher comes into closer contact with 



REACHING THE INDIVIDUAL. 155 

each pupil, so that there is no possibility of the un- 
prepared pupil escaping. 

The pupil can neither rely upon being passed by 
nor upon learning the lesson by hearing many oth- 
ers recite. Every pupil knows that unless prepared 
it is not safe to go to the recitation. Being very 
accurately classified, the instruction may be exactly 
suited to each, though given to all. The drilling 
and the testing can be directed to the specific ends 
which the certain knowledge of the pupils' pro- 
ficiency makes desirable. With such close classifi- 
cation, each question asked by the teacher and each 
answer given by the pupil is of value to all pupils 
in the group. 

REACHING THE INDIVIDUAL IN THE STUDY PERIOD. 

Under this plan two periods each day are re- 
served for the specific purpose of giving close at- 
tention to the needs of individuals. Thus the 
teacher comes into still closer contact with each, 
and discovers individual peculiarities, deficiencies 
and superiorities. These reserv^e periods are not 
only of great value to the pupils, but they are also 
of great benefit to the teacher, and may be used for 
the purpose of answering questions and helping in- 
dividuals, instead of being frequently interrupted 
for these purposes during the recitations. 



156 THE GRADING OF SCHOOLS. 

REACHING TPIE INDIVIDUAL BY MEANS OF THE 
RECORD. 

Anotlier valuable means of insuring a careful 
consideration and thorough knowledge of each in- 
dividual is the record which each teacher is re- 
quired to keep. This record shows the following- 
facts for each pupil: The age; the record made 
in every subject; the effort; the deportment; the 
tardiness; the days present; the exact portion of 
work done satisfactorily; tlie time lost or gained; 
the number of extra promotions and reclassifica- 
tions; the time spent in each grade; the record of 
work in each division; the mental, moral or physical 
peculiarities of each, which may be of value in" 
properly estimating the character and the amount 
of work which may reasonably be expected of each 
pupil; and suggestions as to the methods of instruc- 
tion, management, and discipline best suited to 
special cases. Such a record is of inestimable value 
as a means of securing practical child study on the 
part of every teacher. A glance at this record 
gives to each teacher the accumulated experience of 
the preceding teachers. It makes it comparatively 
easy to manage and instruct many who othersvise 
would never have been understood or interested. 

In almost every school there are a number of 
very troublesome pupils who prove to be thorns in 
the flesh. A careful study is made of such; and 



REACHING THE INDIVIDUAL. 157 

suggestions are given as to the best methods of 
reaching such individuals. The value of such 
knowledge to the teacher receiving the pupils will 
be understood and appreciated by every teacher of 
experience. 

By thus coming closer to the individual, the 
teacher not only gains the sympathy of the pupils, 
but what is equally important for the proper de- 
velopment of their characters, the teacher's warm- 
est sympathy goes out to the pupils. The school 
becomes a pleasant place, and the teacher has but 
little trouble in enlisting the pupils' permanent in- 
terest in all school work. Thus out of those who 
seem to be laggards or worse there are often devel- 
oped earnest seekers after knowledge; and in place 
of confirmed idlers or troublesome truants there ap- 
pear earnest workers,who are happier in school than 
elsewhere. By getting close to each individual the 
strong mind of the true teacher comes into close 
contact with the weaker mind of the pupil, warms 
into life the dormant faculties, and inspires healthy 
activity in all. 

This close study of each pupil enables every 
teacher to discover many important traits of char- 
acter, and the physical peculiarities which, but for 
this plan, would never have been discovered. In a 
vague way thoughtful educators know that many 
pupils are suffering greatly because they are not 



158 THE GRADING OF SCHOOLS. 

tlioronglily understood; yet all will be surprised to 
learn liow many there are in every school who, 
though deserving special attention, are not discov- 
ered, even by the watchful teacher. 

Many who had been condemned as lazy, or as 
unusually dull, were found to be near-sighted; and, 
having been placed in the rear of the room, were 
unable to receive benefit from the explanation of 
blackboard work given by teacher and pupils. 
Many others had been considered slow, when, in 
reality, they were partially deaf, and for years had 
been placed at a distance from the teacher, and for 
this reason had received but little benefit from 
either the instruction or the recitation. 

Pupils who are afflicted with any physical weak- 
ness are ahvays disposed to hide their deficiencies, 
and many are so sensitive that for years they are 
able to attend school day after day without the 
teachers discovering the fact, until special atten- 
tion is given to the matter. 

If this Individual Record had done nothing more 
than discover those who were deficient in sight and 
hearing, that their school life might be made more 
pleasant and profitable, it would have repaid more 
than a hundred-fold the trouble it made. 

To give some idea of the discoveries made by the 
careful study of individuals, which this record de- 
mands, a few typical cases are mentioned. One 



REACHING THE TNUIVIDUAL. 150 

record reads as follows: "J. M. seems to have no 
interest in school work. Inattentive and listless, 
but does not resent correction. Very reticent. 
To all appearances is quite dull. Showed same 
characteristics in other schools." Some time later 
the following statement was made by the same 
teacher. ''Upon further investigation, I found 
that J. M. is neither dull nor lazy. He rises be- 
tween three and four o'clock each morning, and, 
until time for school, delivers Xew York papers. 
Many tunes comes to school without breakfast. 
Does this that he may help to support four younger 
brothers and sisters, who are worse than fatherless. 
Father a drunkard. Mother trying to keep family 
together. When boy found I had learned part, he 
told me all. I have been very considerate of him, 
and he is proving himself an entirely different kind 
of a pupil. Believe that, under more favorable cir- 
cumstances, he would prove himself to be one of 
the brightest boys in the school.'' Will any person 
wonder that, under such circumstances, a boy could 
have but little enthusiasm left for school work? 
Unnumbered pupils have had their school lives cut 
short because they were not understood or because 
the teacher knew little and cared less about their 
peculiar characters and environments. This record, 
as has been pointed out above, is invaluable, then, 
not so much because it requires teachers to know 



IGO THE GRADING OF SCHOOLS. 

jiiore of the individual pupils, but because the 
knowledge gathered leads to the teachers having a 
deeper sympathy with most of the pupils. 

Another entry reads as follows: "S. R. seemed 
disposed to make all the trouble he possibly could. 
Was suspended, but did no better. Told some of 
the pupils he wished to be sent out of school. I 
was quite harsh with him. It is only fair to say 
that I felt sure that there was little, if any, good in 
him. However, after much trouble, I discovered 
that I was entirely mistaken in my estimate of his 
character. I found that he wanted to be sus- 
pended, not because he wished to run the streets, 
but because he wishe^l to be at home with his 
mother, who was dying of consumption. He loved 
her better than his own life, and all he wanted was 
to remain at home and sit on the back steps, outside 
of his mother's room, that he might be near her all 
the time. He did not wish to tell about it, but 
Avhen he did his story almost broke my heart. Yet 
I had come very near sending him for final suspen- 
sion, that he could never return to school. But for 
the fact that we are required to make a careful 
study of all such cases, I would never have discov- 
ered the facts in the case. Now that his dear 
mother is dead, the principal and I are doing all in 
our power to comfort and help him, and he is one 
of the mildest, sweetest boys in the school." 



I 



REACHING THE INDIVIDUAL. 161 

The above are two of many similar cases which 
prove the great value of having some device which 
will require teachers to endeavor to learn much of 
each child committed to their care. Who can esti- 
mate the number of friendless boys and girls who 
might have been saved, if only the teacher had 
known all the facts? Is it any wonder that con- 
scientious teachers shrink from their daily work lest 
they unintentionally turn some into the downward 
paths? 

As all important facts concerning each individ- 
ual are recorded, and suggestions made as to the 
methods of reaching many, the record proves of 
great value to those teachers who receive the pupils 
later. 



Chapter XVH. 



BENEFICIAL KESULTS OF A EATIONAL 
PLAN OF GEADING. 

Instruction Suited to the Pupils' Needs. The 
instruction is accurately suited to the needs of the 
pupils of each division. That the instruction 
should be suited, both in matter and method, to the 
ability and attainment of those to be taught, is a 
fundamental pedagogical axiom, upon which all 
others depend, and with which all others 
should be in harmony; yet, all know that it 
is violated in each recitation of nearly every school 
of our land, for the extremes of the classes cannot 
be benefited by the same instruction. Accurate 
adjustment of the instruction is possible under this 
plan, for the reason that pupils of very nearly equal 
ability are always together. Why should the "poor 
teacher'' be condemned for the unsatisfactory re- 
sults when she is not responsible for the existing 
conditions? 

Pupils Kept Busy. The most careless observer 



BENEFITS OF A RATIONAL PIAN. 1G3 

of children knows that thej love to do what re- 
qnires a reasonable amount of effort. When pupils 
were closely graded, so that work suitable to all 
could be assigned, the tendency to idleness almost 
vanished, and the need of punishment was greatly 
diminished in all classes, and entirely disappeared 
from many. Under the usual plan, all know that 
the brighter children are not kept busy; therefore 
they get into mischief. 

Abolishes the Intellectual Treadmill. It does 
away with the intellectual treadmill, by which they 
are kept in constant motion, but never advance. 
It requires aiid easily secures the self -activity on the 
part of almost every child. In place of inatten- 
tion, there is interested attention. 

Essential Work Done Thoroughly. Under the 
iisual plan, pupils are not thorough in the work 
passed over, though they spend far more time than 
should be required to do more work well. That 
they should be thorough in the essential work none 
dare deny. It is time we take the blame from the 
"poor teacher'' and put it on the poorer method. 
Under this plan, all other things are secondary to 
thoroughness in the essentials. This is easily se- 
cured, for teachers are not expected to take pupils 
faster than they can do thorough work. It is no 
longer wondered why pupils went to school so long 
and knew so little when they stopped. 



1G4 THE GRADING OF SCHOOLS. 

Provides for Daily Adjustment. In place of 
having the superintendent adjust the machine 
once each year to fit the convenience of superin- 
tendent and principals, this plan requires daily ad- 
justment by principals and teachers to suit the 
needs of the pupils. While organization is neces- 
sary, it should be flexible and pliant, rather than 
rigid and unyielding. 

The Bright and the Slow Benefited. All know 
that, under the usual plan, the bright are injured 
mentally and morally by being held down to the 
pace of the slowest; the plodders are likewise in- 
jured by being continually driven over the work 
faster than they should go. Under this plan, the 
brighter pupils are allowed to move forward as fast 
as they can do the work thoroughly. The mental 
and moral benefit resulting from this can scarcely 
be overestimated, and it is, perhaps, the most valu- 
able result of this plan; for it develops strong, self- 
reliant workers, imbued with a new and deep inter- 
est in all knowledge. It develops and fixes im- 
proved mental habits, so that they become enthused 
with that highest pleasure which comes from the 
triumphs of the intellect. What is more unpor- 
tant than the development of the habits of concen- 
trated attention, courageous attack of difficulties, 
and of persistent, independent work? That these 
habits are results of this plan of grading is amply 



BENEFITS OF A RATIONAL PLAN. 165 

proved to the satisfaction of those who have had 
experience with the plan. They now see that pu- 
pils naturally find pleasure in suitable work, espe- 
cially when they find that further progress is the 
reward of earnest effort. 

High School Attendance Increased. On all 
sides much regret is expressed that so few pupils 
reach the high school. Less than two per cent get 
to the highest grammar grade. Since this plan of 
grading was introduced, three years ago, the 
number attending the high school has more than 
doubled. 

Saves Time in the Recitations. Most of the time 
used in the recitations is wasted by explaining what 
most pupils already know. Under this plan all this 
time and energy are saved. Therefore the recita- 
tion periods may be shortened, with profit to all. 

dumber E caching Higher Grades Increased. 
Statistics prove that a much larger proportion of 
the pupils remain in school until the higher grades 
are reached. In every grammar school of the city 
there has been an increase in the proportion of pu- 
pils in the higher grades — the average per cent of 
increase for the different districts being about 
twelve. Surely this is an important matter, for in 
some cities ninety per cent of the pupils do not 
reach the grammar grades, and the reports show 
that eighty-one per cent of all the pupils in the 



1G6 THE GRADING OF SCHOOLS. 

graded scliools of this country are in the four lowest 
years of a twelve years course. 

Age of Pupils Entering the High School Low- 
ered. All deprecate the fact that pupils entering 
the high school are from one to five years older 
than they should be. During the past two years 
the average age of those entering the Elizabeth 
high school has decreased more than one year, 
while the classes about to enter will still further re- 
duce this average. 

Gives Encouragement to Pupils. Pupils are 
greatly encouraged, for, except because of absence, 
there are very few retrogressions. There are fre- 
quent promotions of the best, which result in 
leaving the slower ones about where they should be. 
When pupils are retrograded they fall but a short 
distance behind, and are generally kept in the same 
room. The thoughtful reader will easily appreci- 
ate the importance of this provision. 

But Few^ Lose Time. As schools are generally 
managed, if any but the very brightest fall but a 
short distance behind the class, they must stumble 
along at the foot of the class and lose a year, when 
but a month or two back. Because of sickness, or for 
some of a hundred other reasons, nearly all of the 
pupils do lose time, and therefore fail to go for- 
ward. Statistics gathered in different cities show 
that eighty per cent of the pupils lose from one to 



BENEFITS OF A RATIONAL PLAN. 167 

four years; and for every one hundred pupils in 
the schools examined, there had been from one hun- 
dred and twenty-five to three hundred and seventy 
years lost. Under this plan, if pupils fall be- 
hind their class they drop into a class but a short 
distance behind the one left; and as promotion may- 
come at any time this lost ground is easily recov- 
ered. The records in Elizabeth show that, except 
because of absence, very few lose any time. All 
will acknowledge that it is an end to be greatly de- 
sired, when the system is such that pupils lose only 
the time they are absent. This system not only 
makes such provision that absent pupils go for^vard 
from the points they w^ere when they left, but it 
makes it easy for those of ability to regain lost 
ground. 

Xearly All Are Promoted Kegularly. But few 
fail to be promoted. Those who do fail are not 
discouraged, for the reasons that they know promo- 
tion may come at any time and lost ground may 
easily be recovered. 

Ninety Per Cent Gain Time. As under the usual 
plan it is almost impossible for a pupil to go to ad- 
vanced work at any other than the time for regular 
promotions, it is readily understood w^hy but few 
pupils gain time. Most of those who seem to do 
so really lose the time later, because they have 
omitted much essential work. Under this plan, 



168 THE GRADING OF SCHOOLS. 

ninety per cent of those who go through the pri- 
mary grades, or farther, will gain from one to four 
years. The teachers' records of several thousand 
pupils show that, during the past three years, 
eighty-five per cent of the pupils in Elizabeth 
gained from one to twenty months' time; while 
their average gain was over six months. This they 
did without any urging and almost without their 
knowing it. 

Secures Regular Attendance. The plan makes 
school a pleasant place and greatly aids in securing 
regular and punctual attendance. The report of 
the state superintendent shows that of all the cities 
and towns in the state, Elizabeth has the best record 
for regular and punctual attendance. 

Lessons Prepared in School. In most schools 
pupils recite nearly all of the time, and there is no 
time left for the preparation of lessons in school, 
where most of the lessons should be prepared. For 
this reason, either the lessons are not prepared, or 
they are prepared under the direction of the par- 
ents, who should not have to instruct their children, 
even if they are qualified to do so. "With this plan 
the pupils have more than one-half of their time in 
school for the preparation of lessons. Thus they 
may be prepared under the direction of the teacher, 
who is best qualified, both by knowledge and ex- 
perience, and whose duty it is to relieve the parents 



BENEFITS OF A RATIONAL PLAN. 1G9 

of this task. Time is provided both, in the morn- 
ing and afternoon for individual assistance. 

Approved by Principals, Teachers and Parents. 
Intelligent principals and teachers realize the weak- 
ness of the nsual plan. Though not in favor of 
the plan at first, more than ninety per cent of the 
principals and teachers who have w^orked under 
this plan have given, in writing, their reasons for 
preferring it to any other. As published, these 
opinions show that the benefits to the teachers are 
as many and as marked as those reaped by the pu- 
pils. On all sides interested parents have ex- 
pressed great satisfaction vdth the results obtained. 

Financial Saving. As, under the usual plan, 
the great majority of the pupils are forced to stop 
school before they reach the grammar grades, at 
first sight it seems that there may be a saving; but, 
even considered in this nan'ow way, there is no 
saving, because of the fact that most of them have 
already lost as many years as they would likely 
have spent in the schools. Under this plan, if pu- 
pils get the same amount of education as they 
would under the usual plan, they will get it in from 
one to four years less time; therefore, the district 
would save what it would cost to educate the pupils 
for the number of years saved. For example; 
The records of a certain city, noted for its schools, 
show that, in the grammar grades, 35,000 pupils 



170 THE GRADING OF SCHOOLS. 

had lost from one to four years, with a total loss of 
not less than 87,000 years. This number of years 
multiplied by $40, the annual per capita cost in 
that city, shows a loss on these pupils of $3,480,000. 
But, at the lowest calculation, under this plan, these 
pupils would have saved as much time as they lost 
under the usual plan, thus saving to the city $6,- 
960,000. But in this city, eighty-five per cent 
of the pupils were not in the grammar grades. If 
those in the lower grades w^ere affected to the same 
extent, then the usual plan of grading would result 
in a loss to the city of $39,440,000. Or, under 
this plan of grading, the city would have saved 
$46,400,000, if all received the same amount of 
schooling as they would have under the usual plan. 
But it must not be forgotten that the pupils' pro- 
ductive lives would have been lengthened the num- 
ber of years saved. Supposing each pupil could 
have earned $100 a year, this would mean a saving 
to the pupils of $201,800,000. This, added to the 
saving to the city, would show a total saving to pu- 
pils and city, of $248,200,000. This might be 
continued further, but it is sufficient to show that, 
because of the usual method of grading, there is an 
appalling financial loss both to the school district 
and to the pupils. 



Chapter XVEI. 



TESTIMO]S^Y OF PRIXCIPALS AXD 
TEACHERS. 

While the seeming great increase in the number 
of recitations led some teachers to look with dis- 
favor on the plan, before they understood it, at the 
end of the first year's experience with it they not 
only favored it, but ninety-four per cent of the 
principals and teachers gave in writing their rea- 
sons for believing this plan best for teachers and 
pupils. As those considering any plan wish to 
know what the teachers who have had experience 
with the method think, a few of the many state- 
ments are given. 

While there are always some ready to object to 
any change, experience in working out and put- 
ting into operation this plan shows that nearly all 
the opposition comes from those who have grown 
to believe that the schools are for them, rather than 
for the children; therefore, being more anxious to 
save themselves trouble than to benefit the chil- 



172 THE GRADING OF SCHOOLS. 

dren, tliey prefer to continue in tlie "good old 
way/' rather tlian make the necessary effort to get 
out of the rut. Others, who are striving to break 
away from the present unsatisfactory method, agree 
in saying that the teachers always ready to criticise 
their efforts are those who, having been ironclad m 
their methods and management, now feel keenly 
the truth that the effect of their methods have been 
most blighting. The beneficial results of this 
method to pupils and teachers have been so many 
and so marked, that not only are the principals and 
teachers unanimous in their hearty approval, but 
parents and pupils are enthusiastic in their indorse- 
ment of the method. 

The following opinions as to the beneficial re- 
sults of the plan were written by principals and 
teachers who had had from ten to forty years' ex- 
perience with the usual method. As most of these 
were written at the end of the first year's trial, they 
call attention only to the benefits which appear at 
first. The opinions of a few principals are given, 
that other principals may know that the plan is 
more than satisfactory to those who are responsible 
for the organization and grading of the schools. 
Opinions of a few teachers of each grade are also 
given, to show that this plan is just as satisfactory 
in one grade as in another. 



TESTIMONY OF TEACHERS. 17-3 

OPINIONS OF PRINCIPALS. 

The problem of liow to reach the individual stu- 
dent in the mass-teaching of tlie public schools, and 
to advance him according to his ability without dis- 
couraging those who may be less able or less ad- 
vanced, appears to have been satisfactorily solved 
by the system recently introduced into the public 
schools of Elizabeth by their superintendent, Prof. 
Shearer. The instruction is made profitable to all, 
instead of benefiting only the more bnlliant minds. 

* * " Another feature is that when a general 
promotion is made the pupils are not all sent in 
bulk to the next class w^ithout any discrimination 
as to their relative ability, but those who can fulfill 
the requirements of the higher division of that class 
are placed in that division where they will meet 
with their peers, and those who are less advanced 
mil seek their level in some other division of the 
same class. * * * The most careless observer 
can easily see that a personal interest and protection 
for each pupil, and an equal rule of justice for all 
the pupils, vdW be established, which has heretofore 
never been attempted in public school instruction. 

* * * Elizabeth has been fortunate in secur- 
ing the benefits of this system for her schools. * 

* * Its good effects are everywhere apparent. 
^' * "'^ A system that must inevitably be adopted 
by every enlightened school board throughout the 
country as soon as the merits have been fully under- 
stood. 

During forty years I have tried almost every 
plan that any one could think of, but I found noth- 



174 THE GIL^DING OF SCHOOLS. 

ing satisfactory until I tried this plan of gi-ading. 
It not only respects tlie individuality of the pupil, 
but it does the same for the teacher and the princi- 
pal. ''•■ ^ '" Every sensible person who under- 
stands the system and believes the schools are for 
the children, must be unalterably in favor of Super- 
intendent Shearer's new system. 

I am heart and hand in favor of grading, and it 
certainly meets the requirements of our schools. 
Many children have made more progress in their 
studies than we thought possible at the outset; but 
the grading has made it possible for each child to 
do according to its ability. 

The system of grading is an excellent thing. 
We fully believe that each individual scholar has 
been benefited by the division of the classes, and 
the special needs of each child have been more 
closely studied and better reached. 

It seems to adapt itself to all conditions of the 
classroom. It affords an opportunity for each 
cliild to seek his own level. If he is ambitious and 
gifted Avith ability to move fasten than his less for- 
tunate associates he finds himself free to go on, with 
no barriers in front. If he is destined to belong to 
the great "mediocrity,'' he will find himself in con- 
genial company. It aids discipline by leaving the 
least possible number unoccupied, and thus re- 
moves the tremendous strain from that teacher 
who attempts to hold the attention of forty-five or 
fifty pupils during a long recitation. The plan 
develops the individuality of the teacher, since she 
is thrown more upon her own resources, and given 



TESTIMONY OF TEACHERS. 175 

an opportunity to think, act and adapt herself to 
the character of her pupils. It offers an incentive 
to the class. A lazy boy is awakened into activity 
by seeing his more industrious associates quietly 
and steadily slipping away from him ; wdiile a pupil 
who has failed to earn promotion is encouraged, for 
he knows that his failure does not throw him back 
a whole year. 

The system of grading meets, I believe, a long- 
felt need. It cannot but be of advantage to both 
teacher and pupil. Its advantages are legion. It 
brings out the teacher's individuality, assists her to 
better understand the ability of the pupil, makes it 
possible to aid them more readily, and relieves her 
from the terrible (no other w^ord expresses it) strain 
of feeling that her ability as a teacher is questioned 
if every scholar does not reach the same standing. 
When that fear is removed, she has all that extra 
energy (and who can say that it is not a little) to 
spend upon the development of the children. 

Instruction is better suited to the needs of the 
pupil. Consequently more satisfactory results are 
likely to follow, more progress possible, and more 
thoroughness. The lessons assigned can be better 
adapted to the pupil's ability. There is a stronger 
incentive to merit promotion to the higher divi- 
sions. 

It has proved very satisfactory. Every class in 
the school has completed the work of the grade, and 
many of the children in each class are well ad- 
vanced in the work of the coming vear. It has ex- 
cited a healthful ambition in teachers and scholars 



176 THE GRADING OF SCHOOLS. 

alike. It lias shown both what they could do when 
allowed "to spread their wdngs and fly." The 
slow^er children, by being grouped with equals, are 
not discouraged by constant comparison of their 
work with that of the brighter ones. They may be 
among the leaders in their own division, whereas, if 
trying to pursue the work of the advanced class, 
they would be the laggards, and discouragement 
would surely follow. Quick and slow have been 
alike benefited, the latter spurred on and none re- 
tarded. It gives the teacher a chance she did not 
have under the old system. 

OPINIONS OF TEACHERS. 
First Year. \ 

Brighter pupils are not kept waiting for their 
less fortunate neighbors. It makes the majority 
of pupils ambitious. It gives the teacher an op- 
portunity to reach the individual pupil. 

Better results can be secured when the attention 
does not flag. The brighter scholars can make as 
rapid progress as their mental development war- 
rants. The teacher can much more rapidly find 
out the weak points of the pupils, and by giving 
them more individual attention can help them to 
make more rapid advancement in a given time. 

Under the present system of grading the needs 
of the child may be better met. The old way was 
somewhat like making a square fit into a circle, or 
a pint hold a quart. The pressure upon the slow 
one caused him to become worried and nervous; it 
made school a burden and not a pleasure. The re- 



TESTIMONY OF TEACHERS. 17T 

pression of the brighter ones caused them to lose 
interest in the work, and, to illustrate well the old 
couplet: "Satan finds some mischief still for idle 
hands to do." 

A child kept busy with work suited to his needs 
and ability cannot fail to make progress. Under 
the present system this can be done with advantage 
both to teacher and scholar. Better attention can 
be secured. With the small groups it is easier to 
find out what each child knows. 

Second Year. 

It is a satisfactory solution for many of the prob- 
lems that have always arisen in connection with our 
present school system generally. In my own class, 
the results of the new system have fully proven its 
good qualities. From the first a marked division 
as to mentality was apparent, and had I been 
obliged to force all to attain the same standard the 
effect would have been distressing to teacher and 
pupils. The system has also acted as a stimulus to 
effort and results that I would not have believed 
possible. 

I prefer it to any other system, since it enables 
the teacher to become thoroughly acquainted with 
the ability and progress of every individual pupil, 
and aids her in leading them on, step by step. 

I know more about my pupils individually than 
T did, and more time can be given for individual 
help. 

The children know better how they stand in the 
subjects in which they are divided. The discipline 



178 THE GRADING OF SCHOOLS. 

m my room lias improved. The attention has also 
improved. Both the bright pupils and the slow 
ones are helped by it. 

Third Year. 

It enables bright children to advance more rap- 
idly. A child absent from school can take up the 
work where he left off and again work his way up. 
Increases emulation. 

Bright pupils are not kept back. Slower pupils 
are not pushed ahead. Better attention is secured. 

Assists the teacher to understand, and therefore 
helps each child at his weakest point. It helps 
each child along as rapidly as he is capable of pro- 
gressing. It develops a spirit of independence. It 
accomplishes more work, with greater thorough- 
ness and, therefore, better results. It makes possi- 
ble frequent promotions. 

The advantages of the grading system are that 
the bright ones are not kcDt back, and the slow and 
particularly lazy ones are inspired to work. 

Fourth Year, 

Bright pupils can advance as rapidly as they are 
able. Dull pupils need not waste their time trying 
to do something entirely beyond them. Becitation 
periods can be shorter, and thus the interest in the 
lesson more easily sustained. 

Grading this way enables a teacher to work with 
fewer pupils at a time. There are shorter periods 
for each lesson. The teacher can secure better at- 
tention and give more time to those who need more 
help. 



TESTIMONY OF TEACHERS. 179 

Grading secures better attention. It awakens in 
the pupil the desire to go ahead and keep ahead. 

The grading system allows the brighter pupils to 
advance rapidly, promotes their individual effort 
and ambition. The slower pupils have found their 
level and are stimulated to increased effort. 

Fifth Year. 

It gives the slow ones a place where they can 
work, and thus incites greater interest; the others 
can advance more rapidly because the slow ones are 
not hindering them. 

Better attention is obtained from a smaller class. 
A smaller class gives an opportunity for more indi- 
vidual assistance on part of the teacher. Brighter 
pupils advance more ramdly. 

The brighter pupils have a chance to advance 
more rapidly. The lazy pupils become more ambi- 
tious. The slow pupils are not pushed beyond 
their ability, consequently make more progress. 
The pupils have more time for studying during 
during school hours; can be kept more busy, and 
have less time for play. 

Can find more exactly what each pupil can do. 
Can help individuals much better than when the 
class is in one large division. The children are in- 
terested; the backward ones ambitious to advance 
to a higher division. Scholars advance more rap- 
idly and are more thorough. 

Sixth Year. 

It allows more time for individual work auiong 
pupils. It allows the brighter pupils to advance 



180 THE GRADING OF SCHOOLS. 

more rapidly. It enables the more backward pu- 
pils to more thorongbly understand their work. 

The brighter pupils are not held back by the 
slow ones, and therefore advance more rapidly. 
The slow pupils are not made to hurry, and there- 
fore make more progress. More time can be al- 
lowed pupils for study during school hours. 

More direct attention can be given to those who 
need help in any particular thing. It allows the 
brighter ones to go on faster than they otherwise 
could. It improves the attention. It incites pu- 
pils to study in order to be in the highest division. 

I think the great advantage of the system is that 
a pupil may be placed just where he can do the best 
work. 

Seventh Year. 

The brighter pupils can accomplish more by not 
waiting for the slow ones. The slow pupils are not 
hurried along faster than they are able to go. The 
teacher has time for individual attention and the 
pupils more time for study. If a child loses les- 
sons by absence he can be dropped to the lower 
division and not be changed to a lower room. 

There is always something for each one to try 
for. I have been able to give more indi\ddual at- 
tention and instruction than I otherwise could. 

It has been a direct incentive to study, and has 
made all more studious. Many of those suppos- 
edly dull got to work and showed they had been 
lazy. It has created a natural, rather ihf^j) -forf^ed, 
interest in lessons. It has enabled me to get 



TESTIMONY OF TEACHERS. 181 

nearer the individual, and to know what each one 
was worth. 

I don't have to hold back at one end and push 
and drive at the other, as I used to, but all are 
working where they can do thorough work. What 
could be better for teacher and pupil? I would 
never return to the old way voluntarily. 

Eighth Year. 

The brighter pupils can advance more rapidly. 
The slow ones are not pushed beyond their ability. 
The pupils have more time for study in school 
hours. It is easier to hold the attention twenty 
minutes than forty. It secures better results. 

Bright go on faster. Dull are not hurried. 
More attention to the individual, and special needs 
discovered. All are busy on work they can do, so 
are not forced to get into mischief to keep busy. 
I don't have to make slow pupils seem to be what 
they are not. Results are far better than could 
possibly have been secured by the usual plan of 
grading. 

The dullest and brightest have been kept busy. 
There seems to be no lazy pupils, as of old. Even 
the "bad boys'' seem to have left us. Instead are 
found earnest workers, who know they will go to 
advanced work when ready, and no sooner. 

The mind of each child can steadily grow with- 
out being forced. Dull pupils are encouraged to 
do their best work without being hurried. Each 
student is trained in concentration of thought upon 
his own work, to the exclusion of other matters. 



182 THE GRADING OF SCHOOLS. 

lligh Scliool. 

Because of their having been at work with 
equals, and where their ability put them, they have 
acquired excellent habits of study. They are able 
to concentrate their attention to the work as other 
classes never could. 

Make greater effort. Indolent find they must 
work or be left behind, so they "settle do^vn" to 
work. Am heartily in favor of it. 

Does away with the problem, How shall I make 
my teaching benefit extremes of class? 

Attention secured without trouble, as both les- 
sons and method of instruction can be adapted to 
classes. Pupils come to high school with greatly 
improved mental habits. 



Chapter XIX. 



EDITORIAL IXDORSEMENT. 

From several hundred lengthy editorial reviews 
by the leading papers of many states, the following 
excerpts are taken, as indicative of the fact that the 
necessity for some change is every^vhere apparent, 
and is wisely read by discerning editors. From 
them, those Avho have been slow to do what they 
knew to be best, may learn, that, true to their high 
calling, editors are ready to give their valuable as- 
sistance to any rational plan for the improvement 
of our grand system of schools. As many superin- 
tendents and principals are dependent upon the 
sentiment of the community for their positions, it 
is of great importance that they should know how 
any contemplated change is likely to be received 
by those interested in the schools. It is for this 
purpose that these extracts are given; but for this 
reason they would have been omitted entirely. 
Avoiding, so far as possible, all personal reference, 
a number of extracts are given from papers of the 
cities in which the plan has been in operation. 
From these it may be learned that, though all in- 
novations are received with suspicion and opposi- 
tion, yet the results obtained by this plan have been 



184 THE GRADING OF SCHOOLS. 

such as to prevent any adverse criticism, which 
would naturally be expected from those wedded to 
the past. Extracts from papers in all parts of the 
United States are given to show that the interest is 
widespread and that the indorsement is unanimous 
and unqualified. 

Eesults Amazingly Satisfactory. The system 
was introduced by Superintendent Shearer with 
amazingly satisfactory results. ^ * * The 
Pittsburg papers suggested that the system intro- 
duced in Xew Castle be adopted by the Pittsburg 
schools. The system wn^ll not admit of a full ex- 
planation here, but the results of actual trial savor 
of the marvelous. Ot,her cities are urging its adop- 
tion. * " '^' and it is probable that '^ * 
"* the system will eventually be adopted all over 
the country. — [il^ew Castle Courant. 

Has Worked Wonders. This method has been 
adopted in New Castle for the past two years, and 
has worked wonders. * * * Superintendent 
Shearer has worked hard to complete his method, 
and not until he had given it a thorough trial did 
he give anything to the public concerning it. — 
[New Castle .N"ews. 

Absurd to Compare With Other Plans. -^ ■• 
^^ What an absurdity it is to compare two plans 
which are so far apart in theory and to say that as 
time-savers they are equally efficient. -J^ * * 
In one, that at Elizabeth, the theory is to carry the 
pupils up the ladder step by step as fast as they can 
go. In the other, all over a great city, once a year 



EDITORIAL INDORSEMENT. 185 

the scholars make a flying leap aloft. If they fail 
they stay a year longer on the old level. — [Xewark 
iS^ews. 

Pittsburg Urged to Adopt the Plan. The force 
of this line of reasoning is incontestable. We hear 
much of the need of uniformity in school teaching. 
The young idea must, forsooth, be cultivated by 
rule and square, ignoring individuality and the dif- 
ferent type of taste and character. * * * 
Take away these safeguards of the system which 
lit the square unit of humanity into a round hole, 
and vice versa. ^ -^ * It has taken the peda- 
gogic fraternity, anywhere, a long time to realize 
this. ''^ * * The leaven is working, however, 
and the step taken at Xew Castle may be hailed os 
an exemplification of a tendency that will ulti- 
mately extend to every school district in the state. 
Pittsburg, it is to be hoped, wall not be far behind- 
hand in adopting so beneficial and rational a re- 
form. — [Pittsburg Leader. 

A System Long .Needed. When Professor 
Shearer first explained his system of grading public 
school scholars, it was not quite clear to the lay 
mind how he could accomplish the work of com- 
bining the advantages of the individual and class 
systems, so that those who could study rapidly need 
not be retarded, and those who made slow progress 
need not be pushed beyond their ability. The 
trial has been made, and the Cherry street public 
school is taken as an example of the results. 
Under the new system they may enter the high 
school in January, thus saving nine months of time. 



186 THE GRADING OF SCHOOLS. 

But tliis class and tliis particular school are not 
tlie only ones enjoying the advantages of the new 
sj^stem of grading and promoting. Further than 
this, the system is in operation in all public schools 
here, so that the principals' reports show that not 
less than forty-five per cent of all the pupils have 
gained from three to nine months. ^^ "^ •' 
The most popuLar feature of the system, but by no 
means the most important, will doubtless be the 
saving of money to the taxpayers. The children 
will make more rapid progress, and as it costs less 
to teach three years than it does to teach five, the 
money will go just so much further in carrying on 
the public schools. But the really important fea- 
ture is the better instruction given to tlie children, 
through closer attention to the individual scholars. 
It certainly seems that Professor Shearer has 
studied out and applied the system which has long 
been needed to overcome the almost mechanical 
style of teaching, grading, and promoting, that has 
unavoidably become fastened upon the public 
schools of this country. — [Elizabeth Daily Jour- 
nal. 

Merits Triumphantly Demonstrated. Professor 
Shearer's method of grading, of which he has so 
triumphantly demonstrated the merits in our own 
schools, is rapidly becoming adopted all over the 
country, and the communications from important 
centres which he is daily receiving show how mde 
spread is the interest in it. The article in the At- 
lantic Monthly, which first drew public attention 
to the method, is an able piece of practical exposi- 
tion. — [Elizabeth !N'ews. 



EDITORIAL INDORSEMENT. 187 

Commended to I^^ewark and Other Cities. To 
[ISTewark educational authorities the result of the 
system of close grading pursued in Elizabeth 
schools is commended for investigation and study. 
The great majority of public school scholars attend 
but a few years. If one system can help them 
along in its essential studies further than another 
can or does, it may exert an influence which will 
not only save and improve their time, but will as- 
sist them tlieir whole lives long. The public 
school ought to do more for the children who leave 
early. It ought to attract and hold many of those 
who leave, not because of necessitv, but because 
they become indifferent and discouraged. If the 
system that has been tried in Elizabeth helps the 
schools to meet tliese requirements, and if it en- 
ables the scholars to make more rapid progress all 
along the line, it is a good system, and one that 
other cities cannot afford to neglect. — [Xewark 
!N^ews. 

Applicable to Any System of Schools. A sys- 
tem of school grading which has attracted much 
attention all over the country is that inaugurated 
by Mr. W. J . Shearer while superintendent of the 
schools at Xew Castle, Pa. The leading news- 
papers from Xew England to California com- 
mented upon it in lengthy reviews, and letters of 
approval were received from college presidents and 
professors, school superintendents and teachers of 
every grade. The results show that it is applicable 
in any school system. The high praise accorded it 
by the people of Elizabeth and several of the lead- 



ISS THE GRADING OF SCHOOLS. 

ing papers of JS' ew Jersey, and tlie readiness with 
which the teachers adopt it have induced the school 
officers of other cities to investigate the plan with a 
view of introducing it. — [Xew York School Jour- 
nal. 

Eesults Silence Adverse Criticism. There is an 
old saying about the proof of the pudding, etc., 
which Professor S. can now quote with peculiar 
satisfaction, for the results are certainly such as to 
silence adverse criticism and to prove conclusively 
that the system is a great advance over the old way. 
It is not a theory, but a system, which has had a 
thorough trial, and its results are in the highest 
degree satisfactory. * * '"'' Pupils may con- 
gratulate themselves that individual effort is sure 
to be rewarded. — []^ew Castle Courant. 

Must Be Merit in the Plan. There is no dis- 
counting the effect of this method. Wlien the ef- 
fort at closer grading and direct individual instruc- 
tion can, in one year's trial, make a good proportion 
of the Elizabeth grammar schools gain admission 
to the high school nine months ahead of schedule 
time, there must be merit in it. — [N^ewark jSTews. 

Dr. Harris, U. S. Commissioner of Education, 
Favored a Similar Plan. Attention is called to 
the fact that Commissioner Harris, twenty years 
ago, when he was superintendent of the St. Louis 
schools, advocated something very similar. We 
have carefully read these recommendations of Dr. 
Harris, but we fail to find that he offered any spe- 
cific method of carr\dng out his ideas, or that he 
cites any practical schoolroom experiments, show- 



EDITORIAL INDORSEMENT. 189 

ing that they had been carried out. There were a 
number of philosophers and geographers before 
Columbus's time who had announced their belief 
in the world's sphericity; but this fact detracts 
nothing from the credit due Columbus for carrying 
the idea to a successful demonstration. If Super- 
intendent Shearer has devised and put into opera- 
tion a generally workable plan for avoiding the 
evils of the present chain-gang system of grada- 
tion and promotion, he has fairly earned the hearty 
plaudits, not alone of his fellow teachers, but of the 
general public as well. — [Learning By Doing. 

Adopted Unanimously. At a meeting of the 
school board and teachers, it was unanimously de- 
cided to invite Superintendent Shearer to visit 
Smyrna at his earliest convemence for the purpose 
of introducing his new system of grading in the 
public schools here. In introducing this system of 
grading the school authorities are not trying an ex- 
periment, but are merely adopting a feasible plan 
that has met with general approval in the many 
towns and cities where it has been put into use. — 
[SnijTna Call. 

Should Be Indorsed and Introduced Throughout 
the Country. If Professor Shearer has sufficient 
courage and individual independence to break 
away from the long established methods of the 
faulty graded school system, and devise a plan and 
cavT}' it into execution, too, it should not only be 
commended but indorsed and introduced in the 
graded schools throughout the country. — [Winona 
Herald. 



190 THE GRADING OF SCHOOLS. 

"Wanted in Sandusky. His plan is an excellent 
one. We suggest that the board of education com- 
municate with Mr. Shearer with a view of intro- 
ducing this rational s.ystem of grading into the pub- 
lic schools of Sandusky. Then we may have more 
boys and girls graduating from the High School 
than w^e have now, and that particular grade be of 
some use and pay for the expense it entails on our 
people. — [Sandusky Register. 

Every Superintendent Should Investigate. Ad- 
mit these facts and it w^ould seem the part of wis 
dom for every superintendent of a public school to 
investigate this method. It ought to work a revo- 
lution in public school systems. — [Augusta Chron- 
icle. 

First Well-Digested Plan Suitable to Any 
School. The truest patriots are those who seek to 
develop the best that is in the people* of the coun 
try. Mr. Shearer is the first person in authority to 
my knowledge to express what I have long felt, 
and who has put his views into a well-digested plan, 
which can be worked out in every school. I am 
certain that it or a similar plan will be adopted, for 
it is, as he says, "a rational system of grading.'' — 
[Brooklyn Eagle. 

Pupils and Teachers Sacrificed on the Altar of 
System. It is not too much to say that in the 
larger cities both pupils and teachers have been 
largely sacrificed on the altar of system and red 
tape routine. — [Grand Rapids Democrat. 

Watched by Every Educator in the United 
States Who Is Doing Earnest Work. Each child 



EDITORIAL INDORSEMENT. 191 

has an iudividualit j, and it is this individuality that 
is the most precious thing in the child, yet we seek 
to destroy it by our system of grading public 
schools. Our system does not care for the individ- 
uality. AV. J. Shearer has introduced a plan 
which is working successfully, and which is being 
watched with extreme interest by every educator in 
the United States who is doing earnest work. Our 
educators in the Sacramento county should study 
the Shearer plan, and it should be applied to our 
schools, if found to be what it is claimed. If not, 
some other plan of grading should be discovered, 
for the present system is an abomination. — [San 
Francisco Bee. 

Xo Educator AVill Dispute the Principle. We 
do not suppose that any educator will seriously dis- 
pute that this is the correct principle in education. 
The system of education by regiments is not educa- 
tion at all. Children are more apt to suffer from 
enforced idleness than from overwork. There is 
certainly no doubt that as schools are graded in this 
city and other large cities, too many minds are set 
to keep the same time. Like clocks in a jewelry 
shop they soon cease to run in imison and a dismal 
clangor takes the place of harmony. — [Minne- 
apolis Times. 

The Present System of Grading All Wrong. 
We do not advocate overwork in the school room. 
But we do say that the present system of gradation 
is all wrong. Children are no more alike than the 
patients that are treated at a hospital, and the soon- 
er our school system gets doAvn to a more liberal 



192 THE GRADING OF SCHOOLS. 

and a more sensible classification and gradation the 
better it will be for all. — [Sacramento Bee. 

Tbe Effect of the Usual System Disastrous. 
BetAveen the freedom of the country school and the 
stiffness of the city grades, there must be a middle 
ground, capable of adaptation to the city schools. 
This Mr. Shearer thinks lie has found, and its trial 
in the schools of his and other cities adopting his 
suggestions confirms him. It should be the work 
of school board, of the superintendent and princi- 
pals and teacliers to give to the plan a careful ex- 
amination during the coming vacation with the ob- 
ject of determining whether our schools cannot be 
made more effective by its adoption here. Ulti- 
mately the effect of the usual system cannot fail to 
be disastrous. — [St. Paul Globe. 

Principals and Teachers Enthusiastic. Super- 
intendent Shearer met with the principals and 
teachers of our public schools and outlined a plan 
of changing from the present method of grading. 
The new system was put into operation yesterday 
and it promises to revolutionize our schools and put 
them at the head of all others in the state of Dela- 
ware. Principals and teachers are enthusiastic 
over the work. — [Smyrna Times. 

A Remedy for Defects. There can be no ques- 
tion that every step toward individualism is a step 
toward a desired end. Mr. Shearer's system has 
attracted to it the attention of educators, and is 
worthy of thoughtful consideration as a remedy for 
defects which are admitted to exist. — [Keokuk 
(la.) Gate-City. 



EDITORIAL INDORSEMENT. 193 

Xeeded to Get the Best Results. To correct the 
evils complained of, Professor W. J. Shearer, Su- 
perintendent of schools in Elizabeth, ^N". J., has 
formulated and put into operation a system to 
which the attention of the friends of education all 
over the country cannot too quickly be directed and 
acted upon, if we are to obtain from our schools the 
best possible results. — [Haverhill Daily. 

Adopted in Dayton. The new plan of grading 
pupils, adopted in the public schools, is not original 
here. It is the same plan which is being used in 
other cities, and for which we have to thank the 
superintendent of the public schools of Elizabeth, 
X. J.— [Dayton (O.) Xews. 

Leading Cities About to Adopt. ]^othing in 
the nature of educational ways and means that has 
appeared in a decade has made so much impression 
on the public mind as the reform in gradation and 
promotion that has been carried out by Superin- 
tendent Shearer. This article has caught the pub- 
lic ear through the general press, which has widely 
and favorably commented upon the remedy that 
Mr. Shearer offers for the prevalent chain-gangism 
of our graded schools. Already a number of our 
leading cities have made arrangements for putting 
the Shearer method in operation. In another col- 
umn we give a brief s^mopsis of this method, which 
bids fair to win the favor of the people as well as 
of progressive teachers. — [Learning By Doing. 

Mossy Conservatism Should "Not Prevent Its 
Adoption. The grading system which prevails in 
nearly all the public and many of the private 



194 THE GRADING OF SCHOOLS. 

schools of this country is a source of considerable 
embarrassment and worry to parents and children, 
and, we donbt not, to teachers. Within the yearly 
limits, at least, the brightest pupils must regulate 
their progress by the possibilities of the dullest. 
The dullest work under conditions of great discour- 
agement, because of the strain of the pace set by the 
brightest. ^ '^^ ^ Here are results which 
ought to set educators thinking. Elizabeth is a 
comparatively small city, but if she employs a plan 
every way more effective and economical than the 
prevailing method, pride, or prejudice, or mossy 
conservatism should not stand in the way of its 
adoption. — [Boston Transcript. 

California Approves. The subject is one of 
such high interest that analysis of the new scheme 
must be reserved for distinct treatment. It is, 
however, timely to say that we have information 
that some of the leading educators of this state 
warmly espouse the new idea, and in official educa- 
tional quarters it has strong friends. ■^'' * * 
To this time the new method has been successful 
even beyond expectation. * * -s^- Documen- 
tary evidence before us presents the testimony of 
teachers and school officials, that under the trial it 
is completely successful. As successful results al- 
ways silence criticism these mtnesses must be 
said to have closed the case against the 
present system and of approval of the new. 
Pennsylvania and Illinois propose to give the plan 
a trial, and Boston, slow always to leave her own 
paths, is seriously considering the 'New Jersey idea, 



EDITORIAL IND0RSE:\IEXT. 195 

while New York educational journals are urging 
its consideration by the educational authorities of 
the Empire State. — [Sacramento Kecord-Union. 

People Should Demand Reforms. It is appar- 
ent to laymen that the greatest educators of the 
country diifer as to the merits of the present school 
system. ^ ^ ^ Superintendent Shearer com- 
bats the system in a way to interest the people and 
to prompt them to demend reforms; and it would 
be well for the public schools and the pupils if all 
educators received such criticism kindly and 
worked together to improve the public school sys- 
tem, instead of getting into caustic disputes with 
one another about it. — [!^orwich (Conn.) Bulletin. 

The Usual Way Unworthy of an Enlightened 
Age. The unjust and impracticable rule that all 
must go over a certain amount of space, measured 
by text books, in a certain time, and all do the same 
amount of work, in the same way, regardless of in- 
dividual ability, individual opportunity or any 
other attendant circumstances, is unworthy of an 
enlightened age in the management of a school cur- 
riculum, and Superintendent Shearer has not 
shown it up one hour too soon. — [Bridgeport 
(Conn.) Standard. 

Thoughtful Educators Interested. For some 
years Professor Shearer has devoted much time and 
study to a special and personal system for grading 
students in the public schools. * * * It is 
scarcely necessary to say that the success of the 
Shearer system has attracted the attention of all 
thoughtful educators. — [Trenton Evening Time- 



196 THE GRADING OF SCHOOLS. 

The Teacher Becomes an Educator in the True 
Sense. Under such a system as Mr. Shearer has 
established a teacher becomes an educator in the 
true sense of the term, and the mind of a pupil is 
not looked upon as a knowledge box, with carefully 
arranged and plainly labeled compartments, from 
which the teacher at the end of the school term is 
to bring forth the article needed to insure promo- 
tion. — [Philadelphia Inquirer. 

Every Parent and Every Teacher Interested. 
Every parent and every teacher is interested in the 
grading of pupils in the schools, and all are anxious 
to advocate the method which will result in the 
greatest good to the greatest number of scholars. 
X- -^ ^ Arbitrary grading is the practice nearly 
everywhere. ^' " '^' He has put into practice 
a system of his own which is operating with satis- 
faction to both instructors and pupils. — [Wilkes- 
barre Record. 

An Excellent Plan. W. J. Shearer points out 
the defects of the graded system, which usually does 
not provide for the individual differences, but 
keeps the pupils in an intellectual lock-step. He 
sets forth an excellent plan for advancing pupils 
who are in advance of the gTade they are in, which 
has worked admirable results. — [Minneapolis Jour- 
nal. 

Sure to Be Adopted by Progressive Schools. 
What Commissioner Harris advocated is in line 
with the best thought on school management and 
is coming to be more advocated. The same sub- 



EDITORIAL INDORSEMENT, 197 

ject was treated exhaustively, * * -^^ and it 
was shown how the plan now advocated by Dr. 
Harris can be made to work successfully. It is al- 
most sure to be adopted by the schools of the coun- 
try, especially those that are progressive and seek- 
ing to improve all the time. * "^ * In the 
yjast there has been too much of the theory and 
practice that the pupil should be made to fit the 
school system rather than the system fit the pupil. 
— [Salt'^Lake City Herald. 

Calculated to Make Men and Women, ^ot Ma- 
chines. Mr. Shearer has made one of the most 
sensible and independent criticisms ever penned on 
our public schools. * * * The theory is — 
and the practice follows the theory — that the disci- 
pline which converts each pupil into a separate cog, 
bar or rivet, in one great machine, is the finest 
thing in life. '^ ^ " The effort to reach the 
standard breaks down more women than statisti- 
cians ever count. * * * Whatever advantage 
is gained from numbers is retained. * * -s^- 
In short, the methods outlined by Mr. Shearer are 
calculated to make men and women, and not ma- 
chines; and as Providence probably intended chil- 
dren to become men and women, and to think for 
themselves, he may be considered as assisting Provi- 
dence, which is more than can be said for some 
other educational leaders. — [Washington (D. C.) 
Times. 

Denver Likes the Plan. Experiments in second- 
ary education are no longer the exclusive property 
of rock-bound Massachusetts, and something new, 



198 THE GRADING OF SCHOOLS. 

which will doubtless be much discussed in the edu- 
cational world, is announced from Elizabeth, N. 
tT. There a system of grading has been in effect 
in the public schools, the practical results of which 
seem to justify its continuance, for not less than 
forty-five per cent of the pupils have gained three 
to nine months, to say nothing of the individual 
development gained by the degree of attention the 
teacher is enabled to give personally under the new 
system. * * * So far, very good. It is 
hoped that more will be heard from this something 
which is capable of accomplishing so much that is 
desirable in the educational work. — [Denver Post. 

Even Cultured Boston May Learn. The new- 
system of grading in public schools, which Superin- 
tendent Shearer of Elizabeth, ]^. J., has carried 
into practical effect, seems to be justified by its 
practical results. Promotion comes with merit at 
frequent intervals in the school year. It is not se- 
cured or lost at one or two nerve-exhausting exam- 
ination tests. * * ^ Who will say that the 
educational magnates of cities far larger than Eliz- 
abeth, ^N". J., may not find something to learn from 
Shearerism in practice? Who will deny that even 
cultured Boston may profit by the object lesson 
Superintendent Shearer has been gi^dng in the 
science of practical education in our public schools? 
■ — [Boston Globe. 

Will Be Widely Introduced. Many superin- 
tendents have made a study of the pedagogic ad- 
vantages of the system and the splendid results 
achieved in Elizabeth, and the indications are that 



EDITORIAL INDORSEMENT. 199 

it will be widely introduced at the beginning of the 
next school year. ^ ^ * — []^ew York 
School Journal. 

^eed of a Change Felt in Washington, D. C. 
Excellent as the public schools * ^ - un- 
doubtedly are, they have not yet reached a point 
from which no chance for progress is discernable. 
^ "^"^ ^ In the important matter of examina- 
tions and promotions the schools of nearly all the 
cities and towns, including those of the District of 
Columbia, are believed to be open to just criticism. 

* ■•■ ■•■■ This species of senseless injustice ^ 

* ^* still exists. Some of the brightest pupils 
have records of stupidity where they should 
have high rating. * ^ * ^Ye commend 
Professor Shearer's statement to the careful 
consideration of those who have charge of the 
splendidly successful school system that has come 
to be an honor to this District. — [Washington 
Post. 

Hopes It Will Be Followed Elsewhere. Super- 
intendent Shearer, with a radicalism which is very 
rare in his profession, has boldly declared against 
the evils of the graded system, and has been labor- 
ing to correct them. * * ^ Por the great pro- 
portion of them it means the saving of three years 
time in the full course, and this means, of course, 
a corresponding saving to those who support the 
schools. " ^^ "" The fact that the movement 
originates from the inside, and has proven a success 
encourages the hope that it may be followed else- 
where. — [Detroit Free Press. 



200 THE GRADING OF SCHOOLS. 

Correct in Condemning the Usual Method. A 
rigid system of promotions ^' * ^' is respon- 
sible for many faihires. -J^ * * jf ^j.^ 
Shearer is correct in his deductions, he has cer- 
tainly done an important service for the community 
in which he labors. He is certainly correct in con- 
demning the unsatisfactory system at present in 
vogue. — [Providence Journal. 

It Is Certain to Be Welcomed by the People. 
There is encouragement in the fact that, despite 
the inertia of conservatism, a noteworthy degree of 
success has attended the efforts of Superintendent 
Shearer these ten years and more, to promote and 
establish a more rational system, -^s- * * ^ 
plan which has been adopted, we are glad to know, 
in not a few cities and towns. It will not do for 
men immovably set in their ways to style the 
Shearer Plan impracticable in large cities. What- 
ever makes for rational methods in education, what- 
ever tends to break down the "lock-step grading'' 

* -x- ->f j^g certain to be welcomed by the people. 
Mr. Shearer's plans have successfully endured the 
test of practice in Elizabeth and elscAvhere for 
years. They may well be given a free and fair 
trial wherever the "Procrustes bed'' system of grad- 
ing and promotion prevails to the great detriment 
of real education. — [Boston Globe. 

Radically the Best System. Believing in this 
system as radically the best * * * the Truth 
gave an account of its workings as a suggestion for 
improvement in the Scranton public schools. '^ 

* '^ It will be a great advance for the Scranton 



EDITORIx\L INDORSEMENT. 201 

schools wlien this system shall be introduced here. 
— [Scranton Truth. 

Based on Sound Educational Principles. Pro- 
fessor Shearer ^ * * is to be credited with 
the inauguration of a system of promotion which 
not only does away with the terrors of examination 
day, but by the establishment of more classes and 
easier gradations allows the pupils to advance as 
rapidly as their indi^ddual endowments will permit, 
if * -x- rp-j^g system has been long enough in use 
to indicate that it is based on sound educational 
principles * * -^ and its merits have evident- 
ly won such favorable recognition that it may ulti- 
mately become a part of the school system of the 
state. — [Philadelphia Record. 

Common Sense Methods. These results merit 
attention. The system seems in effect a reversion 
in part to the ungraded school, but it is none the 
worse for recognizing the value of common sense 
methods. — [Baltimore Sun. 

A Distinct Service to Education. Superintend- 
ent William J. Shearer of Elizabeth, jST. J., has 
performed a distinct service to education by making 
a vigorous assault on the prevalent illogical, stupid 
and unsatisfactory system of gradation and promo- 
tion in our graded schools. Unlike many reform- 
ers. Superintendent Shearer has not opened fire 
until his batteries were well supplied with ammu- 
nition; neither has he undertaken the demolish- 
ment of existing structures without having abun- 
dant materials at hand for rebuilding. — [Learning 
By Doing. 



202 THE GRADING OF SCHOOLS. 

jSIo Reason AVliy Other Cities Cannot Have Its 
Advantages. At this season of the year ^ ^' "^ 
it seems pertinent to call attention to the rational 
system of gTading which has been urged for over 
ten years by Professor W. J. Shearer, superin- 
tendent of schools at Elizabeth^ N. J., and which 
has been in practical and successful operation in 
that city. " ^' ^ It is no mere theory, but a 
carefully planned system, the claims for which are 
based upon the excellent results which have fol- 
lowed wherever it has been adopted. If properly 
started, there should be no reason why equally good 
results cannot be secured for other towns and cities. 
* * ^^ It is approved by principals, teachers 
and parents, and there has been a distinct financial 
saving. If it works so well elsewhere, why would 
it not work well in the city of Boston? — [Boston 
Transcript. 



Chapter XX. 



HOWA]SrY GRADED SCHOOL MAY EASILY 
ADOPT A PLIAISTT PLA:N^ OF 

gradi:ntg. 

At last tlie large majority of educators agree that 
the providing of a more rational plan of grading is 
the most pressing demand now made of them. In- 
deed, many claim that for years the}^ have felt 
keenly the need of a more pliant method, but have 
done nothing to provide snch, for the reason that 
no one has been willing to lead the way, though 
several have indicated the direction in which others 
should go. It is earnestly hoped that those truly 
interested in the problem of providing a more satis- 
factory method of grading will find some assistance 
in the following suggestions, drawn from years of 
e^:perience. 

Study carefully and persistently the whole prob- 
lem of school grading. Endeavor to gain a clear 
understanding of the principles underlying a 
proper plan of classification, follomng not the 
thoughts of one, but making an effort to grasp all 
the ideas bearing upon the subject. After having 



204 THE GRADING OF SCHOOLS. 

carefully studied and weighed tlie arguments in 
favor and against each plan and device, decide 
which can be used to best advantage in the schools 
under you. 

See clearly the serious defects of the usual 
method and plan to remedy them, taking great care 
not to go to the opposite extreme. The defects are 
grievous; but rushing blindly to the opposite ex- 
treme will not be very beneficial to the pupils and 
may be disastrous to the person advocating the 
radical change. 

Give special consideration to the local conditions 
by which you are surrounded. While the princi- 
ples are the same, the methods of reaching the ends 
are greatly influenced by local conditions. You 
may be able to reach the desired end far more easily 
than others ; but, on the other hand, it may happen 
that Avhat is easy to secure under other conditions 
may be very hard for you to gain because of your 
peculiar environments. 

An important requisite is that you see clearly the 
end which you wish to reach, and then carefully 
adopt the best means of reaching that end. There- 
fore, until you know exactly what you wish to do, 
do not start. In school organization as well as in 
every other part of school work, as in life, nearly 
all failures are the result of not seeing clearly the 
end to be reached. 



ADOPTION OF A PLIANT PLAN. 205 

Have good reasons for eveiy change suggested. 
You should not advocate any change unless you 
have strong arguments in favor of such changes. 
You have no right to expect others to accept your 
conclusions, unless you have the best of reasons for 
your conviction. 

"]Make haste slowly" applies with great force 
here ; the usual plan has been in use for many years, 
and it is better to bear with it a little longer than to 
put in jeopardy the success of the effort to improve 
upon it. After having been in the rut for many 
years it is unreasonable to expect principals and 
teachers to get out of their accustomed grooves sud- 
denly. It is well to take one step at a time, give 
good reasons therefor, and wait for the more in- 
telligent and thoughtful teachers to discover the 
benefits of the change. Plan for a gradual evolu- 
tion rather than a sudden revolution. It will be 
found that a large majority of the principals and 
teachers are deeply interested in doing what is for 
the best ; and when shown clearly what steps should 
be taken they are quick to respond. 

Consider well the attempts which others have 
made to remedy the defective grading, and learn 
from their failures and successes. The principals 
and teachers who do not learn from the failures of 
others will have much to learn from their own fail- 
ures. It is a wise teacher who learns from the mis- 



206 THE GRADING OF SCHOOLS. 

takes of others; and a very foolish one who insists 
upon learning nothing save at the dear school which 
experience keeps. 

Plan carefully for the accurate classification of 
pupils, so that those who can do the same work may 
be placed together in classes. Grade as accurately 
as possible ; for the weakness of the graded school is 
not in its being graded, but in its not being suffi- 
ciently well graded. The only way to eradicate 
the evils of defective grading is to grade more ac- 
curately. A basic condition of any proper metliod 
of grading is the accurate classification of pupils 

After ha^dng pupils accurately graded, it is ab- 
solutely necessary to keep them with those of about 
equal ability and attainments; therefore the great 
importance of reclassification, which is the only 
means of reaching this much desired end. Pupils 
may be accurately classified at the beginning of the 
month, and yet before the middle of the month the 
need of reclassification may become very apparent. 
Accurate classification is a necessary first step, the 
importance of which superintendents and principals 
have realized, and for which many have made pro- 
vision. It is greatly to be regretted that so many 
have been willing to stop there, for it will be of 
little benefit if provision is not made for reclassifi- 
cation. 

Have a short class interval. The course of study 



ADOPTION OF A PLIANT PLAN. 207 

may be divided into but a few sections, but the 
different classes of pupils should be but a short dis- 
tance apart. Thev should all move steadily for- 
ward, but at different rates, and the work should 
be so arranged that pupils can easily pass from one 
division to the next. 

As a factor in determining classification and re- 
classification, nothing is more important than the 
basis, frequency and time of promotion; therefore, 
in studying this subject the basis of promotion 
must be considered carefully. The basis of pro- 
motion must not be the examination. Be assured 
of this. If the reasons already presented are not 
sufiicient proof of this statement, look for others. 
Many educators have tried to reach the desired 
end without totally abandoning this bulwark of 
uniformity, which makes reclassification almost im- 
possible at other than the regular promotion times. 
They have failed utterly. From their failures 
learn the importance of striking at the root of the 
evil. It will not be sufficient to promote only at 
regular intervals. Suitable provision must be 
made for reclassification at any time when the in- 
terests of the pupils demand it. However, there 
should be regular promotions one or more times 
each year, when all should move forward. Experi- 
ence proves that it is best to have general promo- 



208 THE GRADING OF SCHOOLS. 

tions but once each, year, with suitable provision 
for reclassification. 

Everyone knows that children differ in ability, 
and therefore such provision should be made as 
will enable pupils to cover the course as fast as they 
are able, and no faster; there need be no fear that 
this will lead to disorganization. As has been 
jDointed out, it is necessary to have a course of 
study, but it is not necessary that all should finish 
it in the same time. Therefore a definite part of 
the work should not be required in a given time. 

From a careful study of the preceding chapters 
some suggestions may be drawn. Get all the good 
you can by a careful consideration of those chap- 
ters suggesting methods of reaching the desired 
ends. They will likely be of greater benefit than 
any others; for they will show how this plan, or a 
similar one, can be put in operation in such a way 
as to enlist the liveliest interest of all. Gather all 
the information you can elsewhere. Then study 
the problem for yourself, adapting and adopting 
those devices which you believe to be most likely to 
meet your conditions. 

Years of experience prove that the principal or 
teacher who follows the suggestions given above 
Avill have no trouble in gradually working out a far 
more satisfactory plan than at first seemed possible. 



Chapter XXI* 



THE GEADmG OF THE U:NrGKADED 
SCHOOL. 

THERE SHOULD BE A COURSE OF STUDY. 
Though space does not permit more than a very 
brief consideration of the subject, some attention 
must be given to the grading of the ungraded 
school; for, since the schools of all the towns and 
cities have been gTaded, many continue to urge the 
importance of grading the rural schools in the same 
way. So far as having a graded course of study is 
concerned, this is an important step in the right di- 
rection, for every school should have a course of 
study, and pupils should take up the different 
branches in that order which experience has proved 
to be the best. Some urge the importance of hav- 
ing the course of study for the rural schools very 
much different from that mapped out for the 
graded school; but it is now generally agreed that 
the courses for these schools should be practically 
the same. They must differ in minor details, how- 



210 THE GRADING OF SCHOOLS. 

ever, the course for the rural schools being made 
flexible, so that, if possible, the number of classes 
may be reduced — Avhen this can be done without 
injury to the pupils. 

The authorities of several states and many earn- 
est county superintendents have gone farther, and 
have insisted upon having the district school graded 
in the same manner as the city school. It is 
claimed by these that, since the close classification 
in the city schools possesses so many marked advan- 
tages, therefore like benefits would follow the 
grading of the rural schools. That this would be 
the case, if the conditions were the same, most will 
acknowledge. However, the conditions are not 
the same, and many now see that there are serious 
objections to forcing upon the rural schools 
methods which, because of the different conditions, 
are impracticable. 

THE RURAL SCHOOL NOT UNGRADED. 
All through the preceding chapters the term the 
"ungraded schooF' has been used in its generally 
accepted meaning to designate the rural school . 
However, in the consideration of this problem, it 
should not be forgotten that the schools which are 
supposed to be ungraded are, in reality, schools 
composed of many grades of pupils; while the so- 
called graded schools are supposed to have but one 



THE GRADING OF THE UNGRADED SCHOOL. 211 

grade of pupils. The rural school, of necessity, 
has always been a many-graded school, with many 
classes, and not an ungraded school in any sense of 
the word; so that the grading of the rural school is 
no new idea. It has always been graded, though 
not in the same manner, nor to the same degree, as 
the one-graded school. 

GOOD WORK DONE IN THE RURAL SCHOOLS. 

Many of those who argue so strongly for the 
grading of the rural school labor under the impres- 
sion that good work cannot be done in these schools. 
But good work has been done and is now being 
done in very many of these schools. It is true 
that, because of the small salaries and short terms, 
it is very difficult to secure and hold efficient teach- 
ers. It must also be acknowledged that the super- 
vision is generally very meagre. However, in 
spite of these and other drawbacks, there is much 
excellent work being done in schools having several 
grades of pupils in the same room. 

This is not intended to be an argument in favor 
of having schools classified as they are in the rural 
school, when it is possible to have a better classifica- 
tion; but it should be remembered that there is a 
possibility of securing excellent results in such 
schools. It is proper to call attention to the fact 
that nearly all of our great men were educated in 



212 THE GRADING OF SCHOOLS. 

rural schools; that, until comparatively lately, even 
the city schools were not graded as they are now; 
that the school of Pestalozzi was not graded; that 
even now some rural schools are giving more real 
education than is being given by many strictly 
graded schools; that, in this belief, many educators 
state that they would prefer to have their children 
imder a good teacher in a rural school rather than 
under an equally efficient teacher working under 
the usual method of grading. 

ATTEMPTS TO GRADE THE UNGRADED SCHOOL. 

The attempts to grade the so-called ungraded 
school have been eft'orts to reduce the number of 
classes, by roughly grouping pupils into three or 
more divisions. This consolidation of classes ne- 
cessitated the placing of pupils of very unequal at- 
tainments in the same class. In most cases, pupils 
were from one to three years ahead or behind other 
members of their class. In no case were the pupils 
of about the same ability held together and re- 
quired to do the same work. 

In previous chapters, attention has been called 
to the fact that the serious defects of the usual plan 
of grading are the direct result of having, in the 
same class, pupils of unequal advancement and abil- 
ity. It has already been shown that, with very few 
exceptions, all leading educators agreed that it re- 



THE GRADING OF THE UNGRADED SCHOOL. 213 

suits in serious injury to pupils to be classed with 
those who ^vere even a year in advance or behind 
them. Xearly all expressed their belief that the 
effect of this system is to "discourage the less ma- 
ture and sluggish minds of a class, while it wastes 
the opportunities of the bright minds.'' How 
much more injurious the holding of pupils in 
classes Avith those who are two or more years in ad- 
vance or behind other members of the class. Such 
a plan is not classification for the benefit of the pu- 
pils; it is roughly herding them, for the supposed 
convenience of the teachers, and to the everlasting 
injury of the pupils. It is not differentiating for 
the pTirpose of reaching a higher type of organiza- 
tion: it is the very opposite, and can result only in 
disorganization. It is not grading the ungraded 
school, as many think: it is making an ungraded 
school out of a many-graded school. Pupils are 
formed into classes, but they are not classified. 
The work may be graded to classes, but it is not 
suited to the pupils in the classes. In striving for 
one of the benefits of the one-graded school, such a 
plan surrenders the many advantages of the many- 
graded school, mthout securing the advantages of 
the one-graded school. Under such a plan, the in- 
struction cannot be suited to the needs of the ma- 
jority of the pupils. The attention cannot be held 
and concentrated upon subjects which are of little 



214 THE GRADING OF SCHOOLS. 

or no interest to most of those in the class. There 
will be no emulation. In short, there can be but 
little education, though, even under the most un- 
favorable circumstances, pupils will learn from 
each other, in spite of teachers and methods. 

OPINION OF THE COMMITTEE OF TWELVE. 

In 1895 the National Educational Association 
appointed a committee of twelve prominent educa- 
tionists to make a special study of rural school prob- 
lems. After two years of thorough investigation 
and study, this committee made a report wdiicli 
should receive the careful attention of every one 
interested in the improvement of these schools, in 
which one-half of the teachers of the United States 
are engaged. The following quotation from this 
report shows that the evil effects of trying to grade 
the rural schools have been recognized by the mem- 
bers of this important committee, and received 
special attention from the sub-committee, which ar- 
rived at a definite conclusion on this important sub- 
ject. 

^'Your sub-committee w^ould call special atten- 
tion at this point to the evil results that come from 
the attempt to remedy the defects of the rural 
school by forcing on it the system of classification 
found in cities. It is assumed that some of the 
beneiits of the close grading possible in cities will 



THE GRADING OF THE UNGRADED SCHOOL. 215 

be gained for the rural schools if they can roughly 
group the whole school into three or four classes. 
A rural school of- thirty pupils, comprising children 
from six to sixteen years of age, and covering dif- 
ferent degrees of progress from beginners up to 
those of eight or nine years of schooling, are 
grouped, let us suppose, into four classes or grades 
— thus leaving intervals of two or more years of 
school w^ork between a given gTOup and the next 
one above it. 

"Your sub-committee has already pointed out the 
evils of classifying pupils in such a way as to bring 
together pupils differing in degree of advancement 
by intervals of tAVO years. In fact, it has been 
found in city schools that one year's interval be- 
tAveen classes is too much. The greatest danger of 
the graded school system in cities comes from hold- 
ing back bright pupils for the sake of the slower 
and duller pupils. Xext to this is the evil to the 
dull ones, who are dragged forward at an unnatural 
rate of progress to keep up to the average rate of 
the class. The best pupils are engaged in 'marking 
time,' while the slowest are constantly spurred for- 
ward by teachers and parents to keep with their 
class, and their school years rendered miserable. 
Their self-respect is undermined by a false stand 
ard, that of mere speed in learning. The 'marking 
time' injures the bright pupil by developing lax 



21« THE GRADING OF SCHOOLS. 

habits of studj, while the forced marches of the 
slow pupil tend to destroy his poise of character. 
It has been found desirable, therefore, in city 
schools to make the intervals between classes 
as small as possible, so as to favor frequent 
transfers, namely, on the one hand of bright 
pupils who are becoming capable of a 
greater amount of work into a higher 
class, and, if necessary, of those who are falling be- 
hind the average of the class into the next one be- 
low. Intervals of a half year are, therefore, 
adopted in a majority of the progressive city school 
systems, and many prefer intervals of a quarter of 
a year where it is practicable to make them, that 
is, where a large number of pupils makes possible 
the assignment of a requisite quota for each 
class. " '^' ^ 

*Tor these reasons classification as above de- 
scribed ought not to be expected in the rural 
school ; it must remain ungraded, and as a result the 
teacher must resort to individual instruction wher- 
ever there are intervals of a year or more in degrees 
of advancement betw^een pupils; and this is the ac- 
tual practice in perhaps the majority of such 
schools. The older pupils, at least, should have 
separate grammar, history and arithmetic les- 
sons. '^ ■■•* ^' 

''The charge has been made that such rural 



THE GRADING OF THE UNGRADED SCHOOL. 217 

schools as adopt a partial grading system are apt to 
become stiflers of talent, by placing a premium on 
tlie average scholars and holding back the prom- 
ising youth of the district." 

A PLAN FOR THE RURAL SCHOOL. 

The attempt to grade the rural school was for 
the purpose of reducing the number of classes, that 
the overburdened teacher might be relieved and 
enabled to give more attention to each group of pu- 
pils. As before pointed out, this desirable end 
may be reached by the consolidation of classes in 
all subjects, but only at gTcat loss to the pupils in 
other ways. What, then, can be done to help the 
teacher of the so-called ungraded school? Until 
those at the head see the importance of raising sal- 
aries, consolidating schools, and complying with 
other most excellent suggestions given by the Com- 
mittee of Twelve, the teacher by the wayside will 
have to seek for relief in other directions. Can the 
teacher of the many-graded school so arrange the 
work as to lessen the number of recitations without 
grouping pupils with those markedly unequal in 
ability and in attainments? This is the question 
which one-half the teachers of the United States 
are asking themselves and others. It would be 
folly to attempt to answer this question within the 
scope of a chapter or two. However, in the hope 



218 THE GRADING OF SCHOOLS. 

that it may be lielpfiil to some of the many teach- 
ers interested in this matter, a brief explanation is 
given of a plan which the writer used and found 
very helpful while teaching a rural school some 
years ago. Without doubt, many others have used 
similar plans and have found them very valuable. 

In the school referred to there was an attendance 
of from twenty to fifty pupils of all ages and 
grades. So far as possible, classes were formed of 
those pupils able to do about the same grade oi 
work. Special care was taken to grade closely in 
reading in the lowest three classes. In these 
classes this branch w^as made the primary basis of 
classification; while in the higher grades arithmetic 
was made the basis. In language, geography, 
spelling, history and writing, the pupils were not so 
closely classified, as in these subjects the pupils can 
be grouped without injury. 

In spite of this grouping, there were more classes 
than one teacher could attend to properly. More 
groups could not be made without placing pupils of 
greatly different attainments in the same class. 
For this reason, several of the older pupils were ap- 
pointed assistants. As there is scarcely a school 
where there are not two or three pupils who ai*e 
able to assist, and will feel greatly honored to be 
pei-mitted to work under the direction of the 
teacher, nearly all teachers can avail themselves 



THE GRADING OF THE UNGRADED SCHOOL. 219 

of this device. The pupil whose penmanship was 
the best was selected to place the written work on 
the blackboard for the several classes. The same 
pupil assisted the younger pupils in their attempts 
to learn to write. Another assistant's special work 
^v'ds to help the lowest three classes in the prepara- 
tion of their reading, and to hear some of the recita- 
tions in the same branch. Those in these classes 
recited twice each day: generally once to the 
teacher and once to the assistant. A third assistant 
was appointed to dictate spelling and other work 
while the teacher was giving assistance where 
needed. This assistant also tested classes in studies 
which were purely memory t€sts, and looked after 
that part of the work which was mechanical. All 
the assistants gave help in the marking of many of 
the test papers. The heating, lighting and ventila- 
ting was attended to by other pupils, who also gave 
assistance in some parts of the mechanical work. 

The work was so mapped out that two of the as- 
sistants were busy most of the time, either in hear- 
ing recitations; in helping backward pupils over 
some diliicult place in grammar, arithmetic, or 
geography; or in giving assistance in some one of 
the ways mentioned above. 

In reading, it was not found necessary to have 
more than two or three classes above the primary. 

In arithmetic, there were generally two classes 



220 THE GRADING OF SCHOOLS. 

aboA^e the primary. The more advanced pupils 
worked as individuals, and, when necessary, re- 
ceived lielp from the teacher. For this purpose 
one period each day was reserved. In very many 
cases, the pupils w^ere able to solve the difficulties 
before the time appointed for receiving help from 
the teacher. This was better for the teacher and 
by far the best for the pupil, who thus learned to 
depend on himself. 

In primary classes, the work in language was 
given in connection with the reading. Above the 
primary there were two classes in language and one 
in grammar. In some cases these classes recited on 
alternate days. 

In history and geography the pupils were com- 
bined into two or three classes, and the following 
year continued from where they had stopped in 
those branches, so that there was no part omitted. 

By making use of some such plan as that just 
described, the efficient teacher of the rural school 
will be enabled to secure results which will com- 
pare very favorably with the best results secured in 
town and city schools. 



NECOPYRtC'D 
1898 



Ui9t! 



019 841 297 1 



' "--* / . 






